Gender Effect of Computer Based Testing and Traditional Mode of Testing on Students’ Achievement in Developmental Psychology: A Case Study of Modibbo Adama University of Technology, Adamawa State, Nigeria

Abstract

The area of educational assessment has adapted to the increased use of technology. Recent trends in assessment and technology include a movement from paper-based to computer-based testing for all types of assessments. With more teachers using technology in their classrooms to support instruction, it is expected that the shift to technology use would also happen with assessment. To this end, this study investigates the Gender Effect of Computer Based Testing (CBT) and Traditional Mode of Testing on Students’ Achievement in Developmental Psychology in Modibbo Adama University of Technology, Adamawa State. The ex post facto research design was adopted for the study. The sample for this study was 23 (700 level) students enrolled in Master’s programme in Educational Psychology, 2017/2018 session, at the Department of Environmental and Life Science Education, Modibbo Adama University of Technology, Yola. The purposive and stratified random sampling techniques were used to select students engaged in the study. The instrument used for data collection was a 20-item multiple choice Developmental Psychology Achievement Test (DPAT) questions. The instrument was scrutinized and validated by experts in Test and Measurement. The internal consistency of the test items was 0.78 using Cronbach alpha statistic. Descriptive statistics of mean and standard deviation were used to answer the research questions, while the hypotheses were tested using t-Test statistic.