Midlands State University Library
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Understanding students perceptions and challenges of computer-based assessments: A case of UKZN Victor Temitayo Ferinan

By: Contributor(s): Material type: TextTextSeries: Africa education review ; Volume 15 , number 1 ,Pretoria: Unisa Press and Routledge, 2018Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 1814-6627
Subject(s): Online resources: Summary: Assessments are important to academic institutions because they help in evaluating students’ knowledge. The conduct of assessments nowadays has been influenced by the continuous evolution of information technology. Hence, academic institutions now use computers for assessments, often known as Computer-Based Assessments (CBAs), in tandem with Paper-Based Assessments (PBAs). The literature, however, shows that the use of CBAs has received controversial reactions, and also shows that students face challenges when undertaking CBAs. This study was conducted to understand the perceptions of students and the challenges they face when undertaking CBAs. The study employed a descriptive research approach and data was collected through questionnaires. A total of 210 questionnaires were distributed to students. Findings show that students find it easy to undertake CBA and hence prefer it to PBA. However, the findings also show that students experience challenges that include Internet connectivity and mode of presentation of items, when undertaking CBA.
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Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections L81.A33 AFR (Browse shelf(Opens below)) Vol 15, No 1 pages 207-224 SP28047 Not for loan For In-house use only

Assessments are important to academic institutions because they help in evaluating students’ knowledge. The conduct of assessments nowadays has been influenced by the continuous evolution of information technology. Hence, academic institutions now use computers for assessments, often known as Computer-Based Assessments (CBAs), in tandem with Paper-Based Assessments (PBAs). The literature, however, shows that the use of CBAs has received controversial reactions, and also shows that students face challenges when undertaking CBAs. This study was conducted to understand the perceptions of students and the challenges they face when undertaking CBAs. The study employed a descriptive research approach and data was collected through questionnaires. A total of 210 questionnaires were distributed to students. Findings show that students find it easy to undertake CBA and hence prefer it to PBA. However, the findings also show that students experience challenges that include Internet connectivity and mode of presentation of items, when undertaking CBA.

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