Abstract

In Nigeria there has been a growing concern about the conduct authenticity and
reliability of examinations especially during the process of selecting qualified
candidates into Nigeria Universities. It is in this regard that the Join Admission
and Matriculation Board (JAMB) introduced the computer-based testing (CBT)
with the objective of eliminating all forms of examination malpractices and
promote electronic testing in Nigeria. This study therefore seeks to identify the
challenges of ICT JAMB examination in Kaduna state. The specific objective of
this study is to fine out the following: To fine out the basic problems that hinders
smooth flow of CBT in Kaduna state. To fine out the availability of the computer
system for the examination and to also fine out the remedy to the problem. Using
survey method as a means of gathering data, information was gathered from 100
students from both KASU, Kad-Poly, Fce and Nuba Poly Kaduna. Simple
percentages and tables are the method use to analyze the data. The study
discovered that electricity, formed the core problem that hinders the smooth flow
of the e-JAMB examination in the metropolis. It concludes that Assessment is
central to the practice of education. For students good performance on ‘high-
stakes, assessment gives access to further educational opportunities and
employment. It further recommends that a keen attention should be given to e-
assessment and should also be adopted in the educational cycle as an
assessment method in the state atexamination

INTRODUCTION
For over several decades there has been widespread of research on Information and
Communication Technology (ICT). Credem & Mansel (1998) in there study observe that “ICT” is
crucially important for sustainable development in developing countries.
The introduction of ICT as a tool to support the educational sector has initiated substantial
discussions since the late 1990s a decade ago, the emphases was on technical and vocational
education and training teachers. During the last few years, an increasing number of international
Development agencies have embraced the potentials of ICT to support the educational sector.
Information and Communication Technology (ICT) has become, within a very short time, one of
the basic building blocks of modern society. Many countries now regard understanding it and
mastering its basic skills and concepts as very crucial in education. This is because it adds
value to the processes of learning and to the organization and administration of learning
institutions. It encompasses different types of technologies, which are utilized for capturing,
processing and transmitting data and information, using computer facilities. It is an umbrella
term that includes communication device or application, encompassing radio, television, cellular
phones, computers, network, hardware and software, satellite systems and so on, as well as the
various services and applications associated with them (Kumar, 2006). Thus, ICT focuses
specifically on the application of these new technologies in an educational context and
environment, and serves as a tool for supporting the various components of education. Such
components include, among others, teaching and learning, resources management (human,
material, financial resources) and admission and examination processes also known as learning
assessment. One specific form of ICT for assessment is the Computer-Based Testing (CBT),
also known as Computer-Based Assessment or e-assessment/testing. It is a method of
administering tests in which the responses are electronically recorded, assessed, or both. It is
commonly available for several admissions tests throughout the developed countries.

Assessment in the other way is central to the practice of education. For students, good
performance on ‘high-stakes’ assessment gives access to further educational opportunities and
employment. For teachers and schools, it provides evidence of success as individuals and
institutions. Assessment systems provide the ways to measure individual and institutional
success, and so can have a profound driving influence on systems they were designed to serve.
Presently, the predominant mode of student’s assessment in Nigeria is the traditional method.
In this method, students are assessed using paper and pen on cognitive abilities. This method
of assessment has imposed serious limitations to the effectiveness of the method. The
traditional method is characterized by various forms of examination malpractices such as
bringing in unauthorized materials, writing on currency notes and identity cards, spying of other
candidates in examination hall, substitution of answer sheets and change of examination
scores or grades. Others include, impersonation, leakage of questions to students before the
examination, conniving with supervisors and school authorities to cheat, body writing or tattoo
in which students especially females write on hidden parts of their bodies. The threat of
examination malpractices on the validity of examination has made some examination bodies to
give excessive attention to checking examination malpractices even at the test development
stage. Joint Admissions and Matriculation Board (JAMB) administers different question
formats in which questions do not follow the same order. The alternatives under each question
in a format do not also follow the same order. However, it seems that candidates too are not
relenting in frustrating and voiding all efforts by these bodies. Computer and related
technologies provide powerful tools to meet the new challenges of designing and implementing
assessments methods that go beyond the conventional practices and facilitate to record a
broader repertoire of cognitive skills and knowledge (Mubashrah et al., 2012). In the past,
various methods was employed in examining the ability of an individual, starting from oral to
written, practical to theoretical, and paper and pencil to electronic. The present ICT means of
examining students in Nigeria is the use of electronic systems in place of manual or paper
method which was characterized by massive examination leakages, impersonations, demand
for gratification by teachers, bribe-taking by supervisors and invigilators of examinations
(Olawale and Shafi’I, 2010).

STATEMENT OF THE PROBLEM

Since the application of ICT in JAMB assessment, there has always been problem here and
there. Many suggested that JAMB as a body should be scraped, but is this the solution to the
problem? And if the answer is No, then there is need to come to the root of this problem

Stated below are the problems this research work seeks to address:

o The reason for the outcry of people in the states of the natioon to scraped the
program (JAMB)
o The course effect of the mass failure of the e-JAMB assessment in the nation
o The working state of the computer systems for the assessment

OBJECTIVE OF THE STUDY

The main objective of this research, is "to find out the Challenges of ICT in Jamb examination in
Nigeria".
While the specific objectives are:

To find out the basic problems that hinders smooth flow of CBT in Nigeria
To find out the availability of the computer system for the examination
To find out the remedy to the problem

RESEARCH QUESTIONS

1. What are the problems encountered during the e-JAMB Assessment (CBT)?
2. .Are the computers for the examination available at the students reach?
3. What are the possible remedies for this outrageous challenge?

SIGNIFICANCE OF THE STUDY

The outcome of this study would be of use to JAMB administrators, students, universities
management, secondary school teachers, professional organization and researchers.
Extensively, this study may create awareness to different examinations bodies in Nigeria to
know students‟ perception on e-testing. The study would also help the JAMB administrators to
find o7ut what has been the student’s constraint in the use of computer based testing or any
form of e-testing and to also improve on their mode of setting question in e-testing. This study
would also provide the JAMB administrators with useful information on the level of ICT literacy
of students hence, assisting them in training and retraining their staff to help teach the skill to
the students. The outcome of this study could also be beneficial to various professional bodies
as well empower JAMB to formulate policy that would make e-assessment a way of assessing
student. Finally, the findings of this study could eventually be a source of reference for all
stakeholders in the area of educational processes and products for planning befitting
educational programmer for our nation in the nearest future. The study may provide researchers
in all areas of study with the opportunity to access empirical evidence in their quest for further
studies on perception of students and e-testing in Nigeria.

ICT is a force that have change many aspect of the way we live. Information and
communication technologies consist of hardware, software, network and media for collection,
storage, processing, transmission and presentation of information (voice, data, text, images).
As well as related services ICTs can be divided into two component, Information and
communication infrastructure (ICI) which refers to physical telecommunication systems and
networks (cellular, broadcast, cable, satellite, postal) and the service that utilize these (internet,
voice, mail, radio and television). And information technology (IT) that refers to the hardware
and software of information collection, storage, processing, and presentation teaching and
learning are constantly being migrated to several ubiquitous platforms. The World Wide
Web has therefore become an indispensable tool in the administration of pedagogy.
This development has led to accelerated availability of educational resources and the
promotion of collaboration across different research and educational institutions. A
significant component of this innovative trend is the adoption of web-based technology
driven assessment of students. It is becoming commonplace to see institutions across
the educational strata adopt computer-based tests (CBT) and Assessment to admit or
screen students for entrance into Nigerian institutions (Sadiq and Onianwa, 2011).
However, this is mode of conducting examination is a new phenomenon in Nigeria. The
use of CBT for entrance examinations in education, military training, and certification
examinations by professional groups and promotional examinations in various stages
and categories of life cannot be overemphasized. Erle, at el. (2006) cited by Olumorin et
al. (2013) noted that CBT has gained popularity as a means of testing with large scale
professional examinations such as the United States Medical Licensing Examination
(USMLE) in 1999. However, the popularity emerged through the post UME and University
main examinations in Nigeria. Other institutions such as the University of Ilorin, Federal
University of Technology, Akure and Federal University of Technology, Minna are
maximizing the use of CBT as tool for undergraduate and postgraduate assessments.
The inclusion of ICTs in education is required to re-consider and re-think, modify or
change the traditional examination methods. However, these have reduced the burden
of teachers and facilitate the conduct of examinations purposefully. Computer-based
examinations can be used to promote more effective learning by testing a range of
skills, knowledge and understanding. Also, accessing and managing of information and
managing and developing communication skills are possible to assess online which
cannot be assessed in regular essay based examinations Brown, Race, & Bull, 1999;
cited by Mubashrah et al., 2012).
Computer-based tests offers several benefits over traditional paper-and-pencil or paper-based
tests. Technology based assessment provide opportunities to measure complex form of
knowledge and reasoning that is not possible to engage and assess through traditional
methods (Bodmann and Robinson, 2004). In Nigeria, employers now conduct aptitude test for
their job seekers through electronic means; the universities and other tertiary institutions are
registering and conducting electronic examination for their students through the internet and
other electronic and networking gadgets. Similarly, different examination bodies in the country
such as West Africa Examination Council (WAEC), National Examination Council (NECO),
National Board for Technical Education (NABTEB), and National Teachers Institute (NTI) among
others register their students through electronic means (Olawale and Shafi’I, 2010).
Recently, the Joint Admission and Matriculations Board (JAMB) conducted the 2013 edition of
the Unified Tertiary Matriculation Examination (UTME) with three test options-the traditional
Paper Pencil Test, Dual-Based Test and Computer-Based Test. The DBT and CBT which are a
novel introduction were largely successful in spite of some challenges especially in the area of
infrastructure. However, the JAMB Executive Registrar, Professor Dibu Ojerinde, announced that
from 2015; CBT will be used to conduct all UTME. He noted that the objectives of the e-testing
was to ensure 100 per cent elimination of all forms of examination malpractice that had been a
major challenge in the conduct of
Public examinations in the country (see Vanguard, 8th November, 2012).
It is against these backdrops that this study aims to achieve two major objectives, to look into
the prospects of using CBT in Nigeria and its challenges and strategic plan to adopt for
implementation. The study proceeds as follows. Section 1 is the introduction. Section 2 offers
an overview of examination assessments in Nigeria. Sections 3 present a brief review of
literature. Section 4 expatiated on the prospects, and challenges of the CBT in Nigeria.
Strategies for implementation and Conclusions are presented in Section 6. Overview of
Examination Assessments in Nigeria. The predominant mode of student’s assessment in
Nigeria is the traditional method. In this method, students are assessed using paper and pen on
cognitive abilities. This method of assessment has imposed serious limitations to the
effectiveness of the method. E-examination can be used to assess cognitive and practical
abilities. Cognitive abilities are assessed using e-testing software; practical abilities are
assessed using e-portfolios or simulation software (Yu, 2004; cited by Sadiq and Onianwa,
2011). Presently, the traditional method in Nigeria is characterized by different form of
examination malpractices such as bringing in unauthorized materials, writing on currency notes
and identity cards, spying of other candidates in examination hail, substitution of answer sheets
and change of examination scores or grades. Others include, impersonation, leakage of
questions to students before the examination, conniving with supervisors and school authorities
to cheat, body writing or tattoo in which students especially females write on hidden parts of
their bodies (see Adamu, 1998; Fagbemi 2001; Jacob & Lar, 2001; cited by Olatoye, n.d.). Alabi,
Issa and Oyekunle (2012) corroborated this by identifying the PPT with many problems such as:
Tedious processes as the examination was conducted at various and distant centers
simultaneously and marked manually; high risks of accidents during travels by both the staff
involved and the prospective students for the paper examination; cost of conduct of the
examination on the part of the Examination bodies including honoraria for invigilators,
coordinators, markers collators and other allied staff; subjective Scoring and plausible
manipulation of results; late release of results and missing grades; bank draft method of
payment by candidates riddled by fraud, loss of money, stress and trauma.
The above steps are very much prone to violation at any stage and it also involved heavy
resources in terms of manpower and funding. Davey (2011) noted that a wide assortment of
options are now available for using a computer to present information, facilitate interaction, and
collect responses in ways not possible with traditional text-based items. The question is then
how (or whether) these capabilities can be used to materially and substantively improve
measurement.
Currently, examinations in Nigeria are a disaster to both parents, students, the government and
teachers. It is generally not a true reflection of students' knowledge and capabilities to a great
extent and in many cases a show of shame going by the number of ceased and cancelled
results released by the examination conducting bodies. In fact a state of emergency needs to be
declared on examinations approach in Nigeria.

Despite the CBT having immense benefits, including reduction of incidences of breaches of
examination security; making Nigeria operate global best practices; lower long-term costs;
instant feedback to students; greater flexibility with respect to locations and timing. In 2016,
calls for the scrapping of the board became deafening, especially in the wake of technical
hitches that characterized that year’s Unified Tertiary Matriculation Examination (UTME).

Still smarting from the glaring hitches that hallmarked the 2016 examination, which some
disgruntled staff members contributed significantly to, JAMB was again involved in another
“mess” when its reiteration of the government approved admission model that takes
cognizance of merit, catchment and educationally less developed ratios was misconstrued by
many institutions and stakeholders.

Fagbemi (2001) cited by Olatoye (n.d.) reported efforts adopted by WAEC to fight malpractices.
These efforts are
public enlightenment campaigns, information to students on rules and regulations guiding its
examinations, punitive action on candidates and WAEC staff involved in malpractices and
creation of a whole department headed by a deputy registrar to handle cases of malpractice. As
a way of reducing examination malpractices, Continuous Assessment (CA) has been introduced
in Nigeria. The scores in the CA could be inflated as the school teachers provide them. National
Examinations Council (NECO) has devised a means called ‘technical failure’. If candidate score
70/70 in their examination and less than 12(40% of 30) in CA or no CA at all, they have failed. To
pass NECO examinations, a candidate must score at least 28(40% of 70) in the final
examinations.
In addition, the Nigerian university system began the post-JAMB Screening Examinations in
2005 as a way of
validating the scores obtained by candidates in the University Matriculation Examinations (UME)
organized by the Joint Admissions and Matriculation Board (JAMB) (Alabi, Issa and Oyekunle,
2012). In relation to this, Electronic Test Company (ETC) introduced Computer based test into
Nigeria education system for universities, schools, and companies. The introduction of CBT
enables educators and trainers to author, schedule and deliver tests and examinations. As at
2011, ETC centers have locations at; University of Ilorin , Kwara State, Oba Akran Avenue Ikeja,
Lagos, University of Lagos, Lagos, University of Agriculture, Makurdi, Federal University of
Technology, Minna, University of Maiduguri, University of Ibadan, Oyo State. Additional centers’
are currently under construction all over Nigeria with expectation to have up to 25,000
computers located in various centers’ throughout the country (Oladipo 2009; cited by Olumorin
et al. 2013).
Ayo, Akinyemi, Adebiyi & Ekong (2007) cited by Adegbija et al., (2012) proposed a model for e-
examination for the Joint Admissions Matriculation Board (JAMB) as a way of curbing
examination irregularities. Thus, the adoption of e-examinations by many institutions in Nigeria
since the conventional examination is plagued with several pitfalls such as examination
leakages, impersonations, inadequate supervisors, demand for gratification by markers so that
results can be influenced, bribe taking by supervisors or invigilators, and the most devastating
of these is the delay and/or in many cases, non-release or delay of examination results
especially where there are large classes or public examinations.
What is ICT
Information and communication Technologies (ICTs) is referred to as the varied collection of
technological gear and resources which are made use of to communicate. They are also made
use of to generate, collect and administer information.
ICT is a force that have change many aspect of the way we live. Information and
communication technologies consist of hardware, software, network and media for collection,
storage, processing, transmission and presentation of information (voice, data, text, and images)
as well as related services. ICTs can be divided into two component, Information and
communication infrastructure (ICI) which refers to physical telecommunication systems and
networks (cellular, broadcast, cable, satellite, postal) and the service that utilize these (internet,
voice, mail, radio and television). And information technology (IT) that refers to the hardware
and software of information collection, storage, processing, and presentation.

The introduction of ICT as a tool to support the educational sector has initiated substantial
discussions since the late 1990s. a decade ago, the emphases was on technical and vocational
education and training teachers. During the last few years, an increasing number of international
development agencies have embraced the potentials of ICT to support the education sector.

JAMB
The Joint Admissions and Matriculation Board (JAMB) is a Nigerian entrance examination
board for tertiary level institutions. The board conducts entrance examinations for prospective
undergraduates into Nigerian universities. The board is also charge with the responsibility to
administer similar examinations for applicant to Nigerian public and private monotechnics,
polytechnics, and colleges of education. Is the government agency empowered to “conduct
matriculation examination for entry into all universities, polytechnics and colleges of education
(by whatever name called) in the country.
In addition to that, it is also vested with the powers to, “Appoint examiners, moderators,
invigilators, members of the subject panels and committees and other persons with respect to
matriculation examinations and any other matters incidental thereto, or connected therewith;
place suitably qualified candidates in the tertiary institutions after having taken into account: the
vacancies available in each tertiary institution; the guidelines approved for each tertiary
institution by its proprietors or other competent authorities and the preference expressed or
otherwise indicated by the candidates for certain tertiary institutions and courses.
In the last couple of years, the outfit, which appears to be swimming in an ocean of challenges,
has perfected the art of plunging into a fresh challenge as it attempts to get out of another.

METHODOLOGY

Methodology here is the blue print that specified how data relating to the stated problem would
be collected and analyzed (Osuala, 2009). To that effect, the used of both primary and
secondary sources of data ware employed. In view of this, survey methord was addopted and
questioknnaore was distributed to the ND 1 students of Business Administtation Department
Nuhu Bamalli Polytechnic Zaria this was also retirved back. The poplation of 150 respondents
was used.

Findings
 o That the e-jamb examination is worthwhile in Nigeria
o It was found that e-JAMB examination is enshrine with so many problems
o The study found out that electricity form the core problem that hinders the smooth
flow of the e-JAMB examination in the country.
o That most of the ICTs facilities are not functional in the state
o That most students are naive in operating the ICT facilities
o That most of the ICTs facilities needs proper and constant mthaFindings

4 RECOMMENDATIONS
That a keen attention should be given to e-assessment and should also be adopted in the
educational cycle as an assessment method.
That a conducive environment should be created for smooth and free flow of e-assessment
in the state.
That a standby generator should be provided in case of power outage.
That proper maintenance culture should be followed to have the computer in good state
ready for the examination.

CONCLUSION

ICT has now become the beam light to the educational cycle, it makes learning activities easy
and even knowledge transmission, at your comfort zone, you can receives lecture and seat
forexams online and pass, Habba! What is so amazing and easy going thaFindings
Assessment is central to the practice of education. For students good performance on ‘high-
stakes, assessment gives access to further educational opportunities and employment. For
teachers and schools, it provides evidence of success as individuals and institutions.
Assessment systems provide the ways to measure individual and institutional success, and so
can have a profound driving influence on systems they were designed to serve
This research work highlighted the challenges of ICT in JAMB examination centers In Kaduna
metropolis. It reveals that inadequate power supply is one of the greatest tyrants that hinder
smooth flow of e-JAMB examination in Kaduna metropolis, again it also reveals that poor
compu8
That proper maintenance culture should be followed to have the computer in good state
ready for the examination.

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