Computer-Based Assessment: Its Effects On Students’ Performance and Attitude

Virginia Sobremisana, Richard Aragon


Assessment can be delivered through paper and pencil (Paper Based Assessment-PBA) or through computers (Computer Based Assessment-CBA).  The study was done through the use of these two test modes in order to bring recent evidence as regards to the effect of Computer-Based Assessment test delivery mode on students’ performances and attitudes.   The descriptive research method was utilized in the assessment of the respondents towards the perceived attitudes of the examinees on CBA in terms of ease of use and learning. The study made use also of the quasi-experimental design, specifically, the pretest-posttest non-equivalent control group design to determine the effect of CBA on students’ performance. The respondents of the study were students from the College of Engineering of Rizal Technological University who were enrolled in physics classes. The data were collected using the researchers’ made Physics Achievement Test, Attitude Survey, and the EDMODO SNS. The study showed that different test delivery mode resulted to different student performance. There is statistically significant difference in test scores of first year undergraduate students in Physics 2 between Computer-Based and Paper-Based Assessment, with the t-test analysis -4.87 greater than the critical t-value of 1.99 which implies a better performance in favor of the CBA  to that of the PBA. Likewise, the student respondents have positive views regarding their attitudes on the ease of use and learning they acquired using the CBA, The value of Pearson r = 0.1176, though low, indicates that there is a positive correlation between attitude to use of CBA and performance. Furthermore, the results indicate that there is a significant relationship  between attitude to use of computer tests with performance as shown in the p-value = 0. 3.21E-09. The overall results favored the computer-based tests.

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ISSN : 2251-1563