Keyword: WAEC

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.