The Comparative Impact of JAMB and University Computer-Based Test (CBT) on the Evaluation of First Year Students’ Readiness for Science Education
DOI:
https://doi.org/10.63561/jca.v2i4.1138Keywords:
Computer-Based Testing (CBT), JAMB, University Screening, Science Education, Academic AchievementAbstract
The increasing adoption of Computer-Based Test (CBT) in Nigeria has reformed assessment practices at both the national and institutional levels. While several studies have explored the efficiency and reliability of CBT, no empirical research has comparatively examined the Joint Admissions and Matriculation Board (JAMB) CBT and University Screening CBT as evaluative tools for students’ readiness for Science Education. This study therefore investigates the comparative impact of JAMB and University Computer-Based Testing (CBT) on the Evaluation of First Year Students’ Readiness for Science Education. A descriptive correlational design was employed. Data were collected from 200 students in the Department of Science Education, Rivers State University, using documented JAMB and University Screening CBT scores. Data were analysed using mean, standard deviation, Pearson’s correlation, and paired sample t-test. Results revealed a significant positive correlation (r = 0.69, p < 0.05) between JAMB and University CBT scores, indicating a strong relationship between the two evaluative systems. However, a significant difference was observed in mean scores (t = 3.72, p < 0.05), with University CBT yielding higher average scores (M = 61.45, SD = 8.21) than JAMB CBT (M = 57.12, SD = 7.93). It was concluded that both CBTs are valid but contextually distinct in assessing students’ readiness for Science Education. The study contributes new empirical evidence on the comparative validity of national and institutional CBTs in science-related evaluations and recommends closer alignment of JAMB and university assessment frameworks to ensure standardised admission evaluation.
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