Home All Issues Issue articles Previous article Next article

Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools

Chinedu Ositadimma Chukwu 1 * ,
Utulor Ejike 2,
Naomi Adaeze Umunna 2,
Jenny Chinedu Chukwu 3
1 University of Calabar, Calabar, NIGERIA2 Alex Ekwueme Federal University, Ndufu-Alike, NIGERIA3 University of Cross River State, NIGERIA* Corresponding Author
Educational Point, 3(2), 2026, e172, https://doi.org/10.71176/edup/19647
Publication date: Oct 21, 2026
Research Article
Open Access Open Access
Download PDF

ABSTRACT

This study examined how teachers’ perception and digital readiness influence their preparedness for the implementation of computer-based WAEC examinations in Nigerian secondary schools by 2030. A quantitative approach, combining ex post facto and correlational designs, was employed to assess existing conditions and relationships among variables. The study population comprised 12,483 secondary school teachers in Ebonyi State, from which a stratified random sample of 1,248 teachers was drawn. The data were collected using the Teachers’ Perception and Digital Readiness Inventory (TPDRI), consisting of 46 items, with acceptable reliability (Cronbach’s alpha = 0.74 for perception and 0.78 for digital readiness). The descriptive and inferential statistics were used for analysis. The Findings from the one-sample t-test (M = 37.65, t = 0.57, p = 0.567$) revealed that teachers’ overall perception of computer-based testing does not significantly deviate from the baseline, indicating a statistically neutral stance characterized by lingering hesitation and uncertainty. In contrast, self-reported digital readiness was significantly above baseline (M = 66.85, p < 0.001), though constrained by infrastructure gaps. Furthermore, regression analysis (R2 = 0.17) indicated a significant predictive association between perception and digital readiness. The study contributes to existing knowledge by highlighting that readiness for computer-based examinations is not solely dependent on technical capacity but is also shaped by teachers’ perceptions. It underscores the need for targeted sensitization, continuous professional development, and improved access to digital resources to ensure effective and equitable implementation of CBT in Nigerian secondary schools.

KEYWORDS

computer-based testing teachers’ perception digital readiness WAEC secondary education Nigeria

CITATION (APA)

Chukwu, C. O., Ejike, U., Umunna, N. A., & Chukwu, J. C. (2026). Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools. Educational Point, 3(2), e172. https://doi.org/10.71176/edup/19647
Harvard
Chukwu, C. O., Ejike, U., Umunna, N. A., and Chukwu, J. C. (2026). Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools. Educational Point, 3(2), e172. https://doi.org/10.71176/edup/19647
Vancouver
Chukwu CO, Ejike U, Umunna NA, Chukwu JC. Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools. Educational Point. 2026;3(2):e172. https://doi.org/10.71176/edup/19647
AMA
Chukwu CO, Ejike U, Umunna NA, Chukwu JC. Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools. Educational Point. 2026;3(2), e172. https://doi.org/10.71176/edup/19647
Chicago
Chukwu, Chinedu Ositadimma, Utulor Ejike, Naomi Adaeze Umunna, and Jenny Chinedu Chukwu. "Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools". Educational Point 2026 3 no. 2 (2026): e172. https://doi.org/10.71176/edup/19647
MLA
Chukwu, Chinedu Ositadimma et al. "Teachers’ Perception and Digital Readiness for the Implementation of Computer-Based WAEC Examinations by 2030 in Nigerian Secondary Schools". Educational Point, vol. 3, no. 2, 2026, e172. https://doi.org/10.71176/edup/19647

REFERENCES

  1. Agyei, D. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: From teachers’ capacity building to classroom implementation. Education and Information Technologies, 26(1), 125-144. https://doi.org/10.1007/s10639-020-10253-w
  2. Ally, S. (2024). A national e-assessment implementation framework: Assessing readiness in secondary schools and teacher education in Tanzania. Journal of Issues and Practice in Education, 16(1), 1-30. https://www.ajol.info/index.php/jipe/article/view/275221
  3. Al-Nuaimi, M. N., & Al-Emran, M. (2021). Learning management systems and technology acceptance models: A systematic review. Education and Information Technologies, 26(5), 5499-5533. https://doi.org/10.1007/s10639-021-10513-3
  4. Ayomide, O. E. (2025). Assessment of technology-based practices for learning and research among undergraduates in universities in the South West, Nigeria [Doctoral Dissertation, Tai Solarin University of Education]. https://shorturl.at/DSZWi
  5. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  6. Ebonyi State Ministry of Education. (2025). Education statistics Nigeria Federal Ministry of Education. Digital Nigeria Education Management Information System. https://emis.education.gov.ng/portal/asc/state-xWSEoKmrbBW/
  7. Fahm, A. O., Azeez, A. L., Imam-Fulani, Y. O., Mejabi, O. V., Faruk, N., Abdulrahaman, M. D., ... & Surajudeen-Bakinde, N. T. (2022). ICT enabled Almajiri education in Nigeria: Challenges and prospects. Education and Information Technologies, 27(3), 3135-3169. https://doi.org/10.1007/s10639-021-10490-7
  8. Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: An analysis of current frameworks. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, D. Hernández-Leo (Eds.), 21st century learning for 21st century skills (pp. 79–92). Springer. https://doi.org/10.1007/978-3-642-33263-0_7
  9. Ferrari, A., Punie, Y., & Brečko, B. N. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union. https://doi.org/10.2788/52966
  10. Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
  11. Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. https://doi.org/10.1007/s10639-014-9346-4
  12. John, S. P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduría y administración, 60, 230-252. https://doi.org/10.1016/j.cya.2015.08.004
  13. Luik, P., & Taimalu, M. (2021). Predicting the intention to use technology in education among student teachers: A path analysis. Education Sciences, 11(9), Article 564. https://doi.org/10.3390/educsci11090564
  14. Mabalane Junior, D. K. (2025). Analyzing teachers' perceptions of mobile learning in senior secondary schools: A FRAME model perspective in Sub-Saharan Africa. Journal of Educational Technology Development and Exchange, 18(2), 127-150. https://doi.org/10.18785/jetde.1802.07
  15. Nkaanee, S. N. P., & Mgbomo, E. O. P. (2025). Technology-driven education: An imperative for sustainable development. European Journal of Research Development and Sustainability, 6(1), 14-19. https://scholarzest.com/index.php/ejrds/article/view/4889
  16. Nyathi, D. D. (2022). Teachers’ attitudes towards the use of Information and Communication Technology in inclusive primary schools [Master's thesis, University of South Africa]. https://www.proquest.com/openview/fff536ce7d520f6d9d1e451b77f95c51/1?pq-
  17. Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., & Ertmer, P. (2018). Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers’ use of technology? Journal of Research on Technology in Education, 50(4), 282-304. https://doi.org/10.1080/15391523.2018.1487350
  18. Rahimi, A. R., & Tafazoli, D. (2022). The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior. The JALT Call Journal, 18(2), 238-263. http://www.castledown.com/journals/jaltcall/article/view/jaltcall.v18n2.632
  19. Rogers, E. M. (1962). Diffusion of innovations. Free Press of Glencoe. https://books.google.com/books/about/Diffusion_of_Innovations_5th_Edition.html?id=9U1K5LjUOwEC
  20. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.010
  21. Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90–109. https://doi.org/10.1016/j.edurev.2019.03.001
  22. Siddiq, F., & Scherer, R. (2017). Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols. Computers in Human Behavior, 76, 509-525. https://www.sciencedirect.com/science/article/pii/S0747563217304740
  23. Srinivasan, H. (2024). Nigerian secondary physics teachers’ perceptions of factors that challenge information and communication technology integration [Doctoral dissertation, Walden University]. https://www.proquest.com/openview/9c6197d96721941f9d68df5a12b9649d/1?pq-origsite=gscholar&cbl=18750&diss=y
  24. Sukare, B. M., & Usman, U. D. (2025). Commencement of computer-based technology examinations in secondary schools in Nigeria: issues, challenges, and prospects. Journal of African Innovation and Advanced Studies, 10(2), 40-53. https://doi.org/10.70382/ajaias.v10i2.056
  25. Thomas, O. A., & Oladejo, M. A. (2017). Teacher-trainees’ perceptions of ICT (information and communication technology) integration in Nigerian teacher education programme. Educare, 10(1), 60-70. https://journals.mindamas.com/index.php/educare/article/view/927
  26. Toyo, O. D. (2017). Information and communication technology (ICT) adoption and the educational growth of colleges of education in Agbor and Warri, Delta State, Nigeria. International Journal of Education and Evaluation, 3(7), 19-32. https://shorturl.at/jYKPX
  27. Ukwueze, C. A., & Uzoagba, O. N. (2021). ICT literacy and readiness for computer based test among public secondary school students in Anambra State. New Media and Mass Communication, 97, 1-14. https://orcid.org/10.7176/NMMC/97-01

LICENSE

Creative Commons License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.