Effects of Computer-Based Tests on the Achievement, Anxiety, and Attitudes of Grade 10 Science Students

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Abstract
This study investigated the effects of a computer-based test on the achievement and test anxiety of students, explored the relationship between computer anxiety and computer experience, and assessed the affective impact of computerized testing on students. Fifty-four male and fifty-one female Grade 10 students were randomly assigned to take the computer-based or paper-and-pencil version of the test. They then completed a questionnaire which determined their computer experience, test anxiety and computer anxiety, and their reactions toward computer-based testing. The mean achievement score was significantly higher for the computer-based group. There was no significant difference in text anxiety between the groups. No significant relationship existed between the students' computer experience and the computer anxiety evoked as a result of taking the computer-based test. Reactions toward computer-based testing were generally positive. It is concluded that if computerized test-taking tasks are kept simple, even test-takers with minimal computer experience may not be disadvantaged.

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