Abstract:

Background and Objectives: The aim of the study is to provide empirical information concerning Teachers’ Knowledge and their Attitudes towards computer-aided scoring methods among secondary school teachers in Lagos, Nigeria. The core research questions and hypotheses for this study were: Does the knowledge of computer affect the attitudes and acceptance of teachers towards computer-aided scoring methods?; Is there a relationship between teachers’ years of experience and attitudes towards computer-aided scoring methods?; Does teachers’ professional qualification and training significantly affect attitudes towards computer-aided scoring methods?;What are the level of acceptance and use of computer-aided scoring methods among teachers?; There is no significant relationship between knowledge of computer and attitudes of teachers towards computer-aided scoring methods; There will be no significantly relationship between teachers’ years of experience and attitudes towards computer-aided scoring methods; and The professional qualifications of teachers do not relate significantly to teachers’ attitudes towards computer-aided scoring methods.

Subjects and Methods: 100 teachers were randomly selected from ten schools in Education District Six in Lagos Metropolis. Out of this number, 51 were males and 49 were females. Three instruments were used to collect information. They are: A 5-Likert scale questionnaire was developed for the computer attitude scale of teachers;a four-likert scale questionnaire to get the attitude to computer-aided scoring methods of the teachers; and 20 item multiple choice questions determine teachers’ knowledge of computer. The instruments were also validated.The data was collected analysed with descriptive statistics such as frequency and percentages and cross tabulations of the variables. Pearson Product Moment Correlation coefficient and One-way ANOVA were also used to test the hypotheses at 0.05 significance level.

Results:The core findings showed that a significant majority of the respondents were interested in using Optical Mark Reader (OMR) scoring methods in the classroom; There is no significant relationship between knowledge of computer and attitude to computer-aided scoring methods; There is a significant relationship between computer attitude scale and attitude to computer-aided scoring methods; There is no significant relationship between years of experience and attitude to computer-aided scoring methods; and There is no significant relationship between professional qualifications and attitude to computer-aided scoring methods.

Recommendations: It was recommended that computer-aided scoring methods should be as a matter of urgency introduced in all our schools with a view to creating an atmosphere that is technologically friendly. As most teachers appreciate the use of Optical Mark Reader in the scoring of the multiple choice questions, government should provide the necessary supports and aids for teachers in the service by organizing in-service training for teachers in secondary schools; Policy makers in the field of education should therefore include in the policy document the modalities of improving teachers’ attitude; Teachers and school administrators need to identify area of need such as skills in ICT in order to make use of computer-aided scoring methods;the review of teacher education be given a serious consideration so as to prepare the students-teachers to meet the expectation in the workplace.