Addressing Challenges in Computer-Based Examinations: The Role of Student ICT Skills and Institutional Readiness in Zambia

Abstract

Computer-based examinations (CBEs) have increasingly become an important mode of assessment delivery within higher education institutions and professional examination bodies worldwide. In Zambia, the British Council, in collaboration with selected universities and colleges, has implemented computer-based examinations for professional and academic programmes such as ACCA, CIMA, and CIPS. Despite the benefits associated with CBEs, several operational and student-related challenges continue to affect successful implementation. This study investigated the influence of student ICT skills and institutional readiness on the effectiveness of computer-based examinations in Zambia. Guided by the Technology Acceptance Model (TAM), the study adopted a quantitative descriptive survey design. Data were collected using structured questionnaires distributed to students who had undertaken British Council facilitated examinations at selected institutions in Zambia. Out of 150 distributed questionnaires, 144 valid responses were analysed using SPSS. Descriptive statistics, regression analysis, and ANOVA were used to examine the relationships between variables. The findings revealed that students generally possessed moderate ICT skills, although typing speed, examination anxiety, and unfamiliarity with examination software remained common challenges. Institutional factors such as unstable internet connectivity, delayed examination commencement, intermittent electricity supply, and inadequate technical support significantly affected examination delivery. Regression analysis established a statistically significant relationship between ICT competence and successful completion of computer-based examinations. The study recommends strengthening ICT infrastructure, increasing student exposure to mock examinations, improving digital literacy training, and enhancing institutional operational preparedness.