NEMESIO I.

YABUT SENIOR HIGH SCHOOL PAGE 1

Chapter I

The Problem and It’s Setting

Introduction

Technology can be a powerful tool for transforming learning. It can help

affirm and advance relationships between educators and students, reinvent our

approaches to learning and collaboration, shrink long-standing equity and

accessibility gaps, and adapt learning experiences to meet the needs of all

learners. Schools should be incubators of exploration and invention. Educators

should be collaborators in learning, seeking new knowledge and constantly

acquiring new skills alongside their students. Education leaders should set a

vision for creating learning experiences that provide the right tools and supports

for all learners to thrive.

However, to realize fully the benefits of technology in our education

system and provide authentic learning experiences, educators need to use

technology effectively in their practice. Furthermore, education stakeholders

should commit to working together to use technology to improve education.

These stakeholders include leaders; teachers, faculty, and other educators;

researchers; learners and their families.

The challenging process of educating is in demanding need for solutions

on how technology will change education. Society seems to be fascinated by the

eruption of technological advancements in the educational field. Technology has

changed and will change many ideas of education the potential of educational

systems captivates the lives of many students and teachers.

Previous studies have indicated that computerized assessment enables

psychologists and teachers to carry out assessment of cognitive abilities and

basic skills speedily and easily, and pupils generally have positive attitudes

towards this type of assessment.

Computer-Based Assessment also known as Computer-Based Testing is

the way to deliver Tests securely online with fast, instant and accurate grading.

Educators alike are moving more away from Paper-Based Testing to Computer-

Based Testing. Class Marker has made this migration easy with our user-

friendly system. You can start creating Tests instantly

With the emergence and progress of the information and communication

technology, computer-based assessment is considered as an efficient,

innovative, and evolutionary assessment method in educational environments to

evaluate students’ performance compared with conventional paper-based one.

Electronic exam is performed by means of an electronic system and enables the

students to access the questions through a computer.

The purpose of this assessment, as a systematic process, is to collect,

analyze, interpret, and evaluate relevant information about students’ progress

and make judgments in order to achieve the educational objectives. There are

many different assessment methods with remarkable influence on the students’

performance. It is essential to implement new and modern methods instead of

conventional ones to assess students’ performance. Today, with the rapid

advancement of the information and communication technologies and computer

systems,

It is better to allow the integration and application of these facilities

throughout the educational process that can be taken as an evolution of

assessment in the education process. Computer based assessments can be

used to conduct various types of questions and improve the quality of questions;

it can be presented in various forms such as multiple-choice questions, yes/no

questions, true/false questions, short-answer questions, text documents, and

multimedia formats such as audio, image, video clips, or in the form of complex

simulations.

Background of the Study

During the past few years, Computer-based assessment has gained

popularity as a testing modality. This assessment offers several advantages

over paper-based assessment testing. Computer based assessment is, in

essence, the practice of giving quizzes and tests on the computer instead of

using pencil and paper. Computer based assessment is already used widely in

many different environments. For example, the last time you took a written

driver’s test you probably used a computer terminal. This type of testing is also

being used in schools, starting as early as third grade, often to deliver

standardized tests.
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Computer based assessment is a broad term that can encompass

several different types of testing tools and technologies. One of the most

common is online assessment software, in which an instructor uses an online

assessment creation software to develop a test. Then, the instructor provides a

link to the students, who take the test online. The online assessment creator

automatically takes care of all of the administrative tasks tracking who has

completed the test, collecting data such as how long students spend on each

question, and even grading the assessment and providing feedback to the

students.

The major problem in this study is that the cognitive skills such as

recalling information that requires students to give, correct or incorrect response

that can be graded effectively and efficiently. Typically, a computer cannot do is

give partial credit for nearly correct answers or account for spelling errors

therefore the problem is the efficiency of computer-based assessments.

Technology has significantly reshaped the method of assessment. The

major problem of our study is the performance of students need to be carefully

monitored to ensure that any changes in delivery are seen to be fair and

consistent and the use of computer-based assessment is generally acceptable

to students who particularly appreciate the speed of marking and feedback.

Computer based assessment systems have enabled educators and

trainers to author, schedule, deliver and report on surveys, quizzes, tests and

exams. There are two main types of computer-based testing. The most familiar
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type is where candidates fill in their responses on a paper form, which is fed into

a computer optical mark reader. This reads the form, scores the paper, and may

even report on the test reliability.

Theoretical Framework

Phye (2010), Assessments serve to provide feedback to students by

measuring their progress, giving them an idea of content. There are three

purposes of assessments:

 Discovering and documenting;

a. Gathering Credible Data

b. Exploring new schemes

c. Organizing Flow of Ideas

 Planning and Enhancing instruction;

a. Strategical actions

b. Establishing objectives

c. Improving directives

 Evaluating Progress and Making Decisions about students

a. Thorough Processing

b. Assurance of Decision

c. Critical Thinking
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Statement of the problem

It is the purpose of this study to examine the Efficiency of Computer

Based Assessments among the Senior High School students in Nemesio I.

Yabut Senior High School Academic Year 2019-2020.

1. What is the profile of the student respondent according to the following?

1.1 Gender;

1.2 Economic Status; and

1.3 General Weighted Average?

2. How do the student respondents assess their level of efficiency of the

computer-based assessment in terms of the following;

2.1 Discovering and documenting;

2.1.1 Gathering Credible Data

2.1.2 Exploring new schemes

2.1.3 Organizing Flow of Ideas

2.2 Planning and Enhancing instruction;

2.2.1 Strategical actions

2.2.2 Establishing objectives

2.2.3 Improving directives

3. Is there any significant difference in the perceived efficiency of computer-

based assessment when grouped according to the profile?

4. How student respondents do perceive the efficiency of Computer Based

Assessments when grouped according to the variable?

Scope and limitation of the Study

The study covers measuring the Efficiency of Computer Based

Assessments among the Grade 12 HUMSS (Humanities and Social Sciences)

Students in Nemesio I. Yabut Senior High School Academic Year 2019-2020.

Some limitation appeared during the process of this research: limitation of time

due to the probation. The central goal of the study is to explore the effectiveness

of assessments and testing of the students using computer, and to lead the

students to technological development.

Significance of the Study

Future Researcher this study would benefit the future researchers by

using it as a guide for future purposes

Student the students would benefit from the study by letting them know

efficient computer-based assessments are.

Teacher this study would benefit the teachers by having knowledge

about using computers in measuring the assessments of students.

Definition of Terms

For the purpose of clarification, the important terms used in this study

have been defined. The following terms are:

Acquiring obtaining the ideas needed to develop the efficiency of

computer-based assessments

Advancements process of promoting Computer Based Assessment as a

tool for students’ improvement

Cognitive relating computer-based assessments to Paper Based

Assessments as a tool for the students’ improvement

Computer Based Assessment describes one potential source of

assessment input. It also refers to the conceptualization and administration of

test using computers with software applications.

Conventional computer-based assessment is acceptable by students,

teachers and to all educators

Economic Status measure of a person’s work experience and family’s

economic and social position in relation to others

Efficiency useful work or process performed by the assessments using

computers

Evolutionary gradual development of computer-based assessments in

Education

Fascinated being strongly attracted to assessing once self by using

Computer Based

General Weighted Average the average of grades in all subjects taken,

whether passed or failed

Innovating process of change in education in using computer-based

assessments
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Chapter II

Review of Related Literature and Studies

This chapter of the paper will review literatures and studies that focus on

Computer-Based Assessment. The first section will define Computer-Based

Assessment, explore its past and what might be the future use. The following

sections will focus on implementation and how student achievements are being

affected by this form of assessment. The final section will identify best practices

in implementing computer-based assessments.

According to Lazarus, Albus, and Hodgson, (2010), authors of Computer-

based Testing: Practices and Considerations computer-based testing (CBT) has

emerged as one of the recent “innovative” approaches to assessments most

pursued by states. CBT is lauded as the answer to having cheaper and speedier

test delivery for state and district-wide assessments (2010). Budgetary issues

have forced states and districts to look at cost effective assessments. Computer

labs and laptop programs are not being used for just word processing and

Power Point presentations anymore.

(Gomersall, 2011) Huang, He, and Davidson-Shivers (2011) state that

recent progresses which ones in computer and Web-based technology have

advanced the state of the art and has transformed from traditional paper-and-

pencil format to computerized and web-based format. For instance, Baker and

Mayer (2009) analyzed the essential components of the computer-based

assessment for students’ problem-solving capability, which included problem

translation and integration as well as solution planning and execution.

Accessibility features can be conveniently embedded into CBTs, allowing for

supports and accommodations such as glossaries, color contrast, text- to-

speech, spell check, highlighting, and closed-captioning (Bennett, 2015).

The quick reporting of results is particularly useful to educators as they are

able to access and use these results to make timely changes in instruction if

necessary (Bennett, 2003; Dean & Martineau, 2012; Peak, 2005; Poggio &

McJunkin, 2012).

Computer-based tests (CBT) include assessments that are completed using

the computer, either through a computer program or through a web-based

system. Many assessments 1 have already been converted into a computerized

format, including large scale, summative, and daily formative assessments

(Pellegrino & Quellmalz, 2010).

There are some obvious advantages to CBTs, including increased student

motivation, improved accuracy in data collection, improved match for special

populations, and fast reporting of results (Kapoor & Welch, 2011; Poggio &

McJunkin, 2012).

Shu-Ping Lee, Hui-Kai Su, Shin-Da Lee (2012) The study investigated the

effects of immediate feedback on computer-based foreign language listening

comprehension tests. The analysis indicated that immediate feedback during

testing caused significantly higher anxiety and resulted in significantly higher

listening scores than in the control group, which had no feedback.

According to Rivera and Sembrano (2016), computer can be used in

schools in three genetic ways, one, as a learning tool (teaching or learning with

computers); two, as itself the object of study (teaching learning about

computers) and three, as a planning and management tool for teachers and

school administrators. These three modes are distinct but there are applications

which employ two (2) or even all modes at the same time.

Dumlao (2015) says that the following are some ways on how computer

users can be active and effective participants in the emerging information

society: 1. Feel comfortable using and operating a computer system; 2. Be able

to make the computer work for you through judicious development or use of a

software; 3. Be able to interact with the computer – that is, generate input to the

computer and interpret output form; 4.Understand the impact of computers on

society, how and in the future; and 5. Be an intelligent consumer of computer-

related products and services.

Synthesis

The Foreign and Local Literature and Studies state the benefits and

advantages of developed blended learning that help bring meaningful learning

opportunities to the students ang provide a real-world context for learning and

performance. These are of utmost importance and beneficial to the present

study since their concepts and theories substantiated the research needs.
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Chapter III

Research Methodology

Research Design

The study used descriptive-evaluative method of research. Descriptive

was used in doing the needs assessment from the student respondents and the

assessments on their level of efficiency towards Computer Based Assessment.

Likewise, quasi experimental design was used in the intervention on the

efficiency of computer-based assessment.

This research design was used to determine the outcome effects of using

Computers in a form of Assessing. Every student intended to practice the use of

Computer Based Assessments for the good outcome.

Population and Sampling Procedure

In choosing the respondents to be surveyed, the researchers used

stratified sampling method specifically the Non-Probability Sampling. In this

sampling method are used to gather in the process that does not give all the

individuals in the population equal chance in being selected. The interview

conducted in the Nemesio I. Yabut Senior High School specifically in Grade 12

General Academic Strand (Santiago), Humanities & Social Science (Salonga

and Bello), Accounting Business Management (Ayala), Science Technology

Engineering Mathematics (Flores).The researchers classified them according to

their gender.
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Research Locale

The study was conducted in Nemesio I. Yabut Senior High School. It is

located at Escuela St. Brgy.Guadalupe Nuevo Makati City. The implementation

of Senior High School in Nemesio is established last 2015. Nemesio offers the

Academic Track (Accountancy & Business Management, Science & Technology

Engineering Mathematics, Humanities & Social Science and General Academic

Strand).The students in Nemesio are particularly taking up the research subject.

Research Instruments/ tool

The study used survey as one of the important instruments in gathering

data. This survey contains a set of questions that will determine the practices of

the student. This survey also intends to know the problem of the school and help

us to determine what ordinance should be implemented in Nemesio I. Yabut

Senior High School in order to help them in improving their technological skills.

Respondent of the study

Table 1

Distribution of the Respondents

The Table 1 shows a frequency and percentage of male and female in

grade 12 Accounting Business Management (Ayala), General Academic Strand

(Santiago), Humanities & Social Science (Salonga & Bello), Science Technology
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Engineering Mathematics (Flores). The respondents of male and female have

the total frequency of 80 which is equivalent to 100% of the total distribution.

Data Gathering Procedure

In gathering data collection, survey questionnaire was used. The question

was consisted of declarative sentences and questions that are answerable by

yes or no. First part of questions is to know the socio-economic profile of the

respondents, and the next part is the assessment of the respondents in

“Computer Based Assessment.”

The researcher was in-charge in surveying the respondents. This is to

actually gather raw and reliable information, though it is time consuming the

researchers were surely get the credible result.

Data Analysis

The researchers used descriptive analysis in analyzing and interpreting

the data. The results of the data were interpreted by the researcher.

The socio-demographic profile of the respondents was described and

listed. To determine the assessment of each respondent in Computer-Based

Assessment. The following is used to measure the research writing skills of the

informant / participant.

1. Percentage and frequency. Percentage wars used to determine the

demographic profile of the respondents. It was obtained by dividing the ratio of

the frequency of responses

P= x100

Where:

P= Percentage

F= Frequency

n= Total of respondent

2. Weighted Mean. This was use in the computation of the average

scores of the respondents

Ʃfx

X=

Where:

X= Weighted Mean

Ʃ= Summation

f = Frequency

x = Midpoint

n = Number of Respondents

3. Analysis of Variance (ANOVA). Was used to test the significant

difference and efficiency of the computer-based assessments of all the student’s

respondents in Nemesio I. Yabut Senior High School.