Measuring Test Anxiety Level of Rural and Urban Post-UTME Candidates from Different Socio-Economic Backgrounds When Exposed To Computer Based Test in Universities in Southwest Nigeria

Abstract

The purpose of this study was to investigate the test anxiety level of rural and urban post- Unified Tertiary Matriculation Examination (UTME) candidates from different socio-economic backgrounds when exposed to computer-based test in Universities in Southwest Nigeria. A mixed method research design was employed, combining both quantitative and qualitative data collection and analysis methods. The target population was all University post unified tertiary matriculation examination candidates in Southwest Nigeria during the year 2024.  A sample of 1200 post-UTME candidates from rural and urban areas, and from different socio-economic backgrounds, participated in the study. The Test Anxiety Inventory (TAI) was used to measure test anxiety levels, while a socio-economic status questionnaire was used to gather data on participants’ socio-economic backgrounds. The sampling procedure involved the use of stratified and simple random sampling techniques. The test-retest technique was used to determine the reliability of the instrument using the Pearson's Product Moment Correlation Coefficient which yielded a Coefficient of 0.82. The data analysis procedure for the two hypotheses that were raised to pilot the study was the t-test statistics. Results from hypothesis one revealed that there is a statistically significant difference in test anxiety levels between rural and urban post-UTME candidates when exposed to computer-based test {t(1198) = 4.23, p<0.001}. Results from hypothesis two revealed that there is a statistically significant difference in test anxiety levels between candidates from low and high socio-economic backgrounds, t(1198) = 4.21, P< 0.001). Findings of this study imply that test administrators should consider the candidates’ backgrounds when designing and implementing CBTs. Test administrators and educators could also develop targeted anxiety reduction strategies for rural candidates, who may be less familiar with computer-based tests. Test administrators should also ensure equal access to resources such as tutoring, test preparation materials and technology to help level the playing field.