CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Educational system has been influenced by a rapid change in technology as it is

increasingly used in teaching and learning. This has implications on quality of University/

Polytechnic education, as quality is believed to have been compromised by the quantity of

universities/ Polytechnics. Quality is related to standard; therefore the standard of higher education

can only be achieved through evaluation process. The evaluation process is done through

accreditation process which is used to evaluate the process of educational performance in the

Polytechnics. Evaluation is a way of assessing a system in order to make a declaration on the

outcome of the system (Ojedele & Ilusanya, 2006).

Test has to do with merit and worth of the data as applied to a specific use or context.

Teachers and administrators need analysis skills to effectively interpret and make value judgments

about tests results. Tests and testing practices are often based on provision of good quality tests

to test takers in a cost-effective manner, with the help of test sponsor, test developer, and test

administrator (Barbara, 2002).

The predominant mode of testing students in Nigeria universities and other higher

institutions is the paper-based test. In this mode, students are assessed using paper and pen. Paper-

based test in Nigeria is characterized by different form of examination malpractices such as

bringing in unauthorised materials, writing on currency notes and identity cards, spying of other

candidates in examination hall, substitution of answer sheets and change of examination scores or

grades. Others include, impersonation, leakage of questions to students before the examination,
conniving with supervisors and school authorities to cheat, body writing or tattoo in which students

especially females write on hidden parts of their bodies, (Olatoye n.d).

The successes of transition from one test method depend on the extent and ability of testing

professionals to communicate the benefits and limitations of that test method to stakeholders

(Jones, 2000). The use of computers for assessment can provide several benefits for educators and

test-takers. It is on this note that Oladipo (2009) concludes that Computer-Based Test (CBT) is a

system which spurs development in education as well as other sectors of the economy. CBT usually

assist to ensure that candidates identity in the examination hall is efficiently cross-checked.

Computer-based test (CBT) is an efficient way for test sponsors to provide a secure, consistent

environment for certification and licensure as it also enhance students experience (Abubakar &

Adebayo, 2014).

Computer-based testing is the use of computers to administer tests. Computer Based Test

means the candidate sits in front of a computer and the questions are presented on the computer

monitor and the candidate submits the answers through the use of keyboard or mouse. CBT had

advantages over Paper-based test, both for lecturers that give the test and for the students who

participate in the test. CBT allows for more accurate, secure, rapid and more controlled test

administration. Administration of test on the computer helps to minimise almost entirely the use

of paper printing. This could also reduce administration costs as well as environmental impact.

1.2 STATEMENT OF THE PROBLEM

Adewale, Ajadi, and Inegbedion, (2011) carried out a research on perception of learners on

electronic examinations in open and distance learning institutions using National Open University

of Nigeria as a case study. Adewale et. al, (2011) reported that the difference in students
perception is based on the reduction of examination malpractice, wide coverage of the scheme of

work, students academic performance, and inadequate facilities. More so studies like Ricketts and

Wilks (2001) investigated the appropriateness of using CBT system for teaching numeracy and

statistics to the first year Biology students. They discovered that students' performance was poor

when online assessment was used and students had difficulty in interacting with computer screen.

Similarly, Daly and Waldron (2002) used a model for CBT systems to examine the factors that

enable computer science students pass the programming exams despite low level skill in problem

solving abilities. The Study found out that acceptance depended on their performance in their

exams.

The use of computer for test administration in higher education is to change the state of

test administration but the integration has not yet being fully utilized in Nigerian universities. Most

past studies on Computer-Based Test in Nigeria universities e.g (Raji & Jolayemi 2010; Tella &

Bashorun 2011) have considered lecturers attitudes towards computer-based test and effectiveness

of Computer-Based Test on students academic performance. However, only few researchers had

determined lecturers perceptions of CBT (e.g Nurcan 2010, Terzis & Economides 2011, JImoh,

Yussuff, Akanmu, Enikuomehin, & Salman, 2013) but the researchers in their studies did not

create valuable insights into the lecturers perceptions of CBT. Majority of the studies dealt with

students, thus this study investigates lecturers perceptions of computer-based test in Nigerian

universities.
1.3 AIM AND OBJECTIVES OF THE STUDY

The aim of this project work is to design and develop a well understandable computer based

test for higher institution that will reduce examination malpractices and student mark-down. The

objectives of this project include:

i. To examine lecturers perceived usefulness of computer-based test in Nigerian institutions.

ii. To determine the ease of Computer Based Test in Nigeria Institutions.

iii. To reduce examination malpractices during paper based test in Federal Polytechnic as a

case study.

iv. To increase student motive in having the knowledge in Computer.

v. To eradicate the mark-down of student score after the examination or test.

1.4 RESEARCH METHODOLOGY

The methodology adopted in the design of this project is object oriented analysis and design

(OOAD). The methodology is preferred to other methodologies for the following reason:

i. Survey method is used to know the existing problem of taking students attendance.

ii. Questionnaire method is used to if the biometric way of capturing students attendance will

outweigh the manual or conventional way by distributing a paper to fill for them in order

to know the aforementioned fact.

The tools needed to carry out this analysis are as follows:

i. Visual Studio 2010: this is used to design and develop the computer based test for

students.

ii. Microsoft database 2013: the is used as a back-end that allows student and others data

to be stored for retrieval.

 iii. Passport: this is used to avoid impersonation during registration and other thing that

will be done.

The procedure to take in order to accomplish this task is by writing the appropriate program

with VB.NET 2013 because of its reliability and its flexibility, using MS Access as the

database that will store, delete, search and retrieve students data in the database through

student registration portal.

1.5 SIGNIFICANCE OF THE STUDY

This same computer based test system for the conduction of virtually all test that is to be

taken by students in their lower level of their career also there was a speculation that every course

in the higher institutions that has more than 500 students must be taken to computer based test

system for its test.

Since test constitute an important part in the running of a particular learning institution and

also as it has been established in the above paragraph that there are very large number of students

that will be involved in the usage of this system, then a very good system that possesses all the

characteristics as mentioned in the objectives of study is highly needed. The contribution of this

proposed system will have a very good impact in the conduction of test in the

University/Polytechnic.

1.6 SCOPE OF THE STUDY

This project work covers the computer based test control that will eradicate the anomalies

in manual method of writing test. This also allows modification of questions, storing of questions

and deletion of questions from the database only by the administrator. Registration of students also

capture in order to avoid unauthorized person from accessing it, by doing so, only the recognized
or valid students of the case study Federal Polytechnic Ado-Ekiti will do the computer based

test. Questions were also monitored with time so that individual will know the exact time to finish.

1.7 EXPECTED CONTRIBUTION TO KNOWLEDGE

This project will allow lecturers to perform test for students using computer based method

that will reduce the amount of examination malpractices such as: conniving with some lecturers to

upgrade scores, exchanging of examination papers during test, writing on some private parts of the

body most especially girls, and other forms of examination malpractices. This also inspires

students who are computer illiterate or cyber-phobia to know more about computer system.

1.8 DEFINITION OF KEY TERMS

Databases: A systematically arranged collection of computer data, structured so that it can be

automatically retrieved or manipulated. It is also called databank.

File Transfer: Any kind of computer file can be sent via the Internet from one Internet user to

another. Table of accounts on spreadsheets, design by a graphic artist, music sound files etc., can

all be exchanged in this way.

Web Site: A website is a collection of many interconnected web pages organized by a specific

college, organization company etc., containing web pages (good and commodities) on the Internet.

Examination: is a set of questions or exercises evaluating skill or knowledge; "when the exam

was stolen the professor had to make a new set of questions"

 CHAPTER TWO

LITERATURE REVIEW

According to Fluck, Pullen & Harper (2009) educators must consider which assessment

techniques permit students to utilize the affordances of new technology. The authors conducted

an eExamination for the students of 4-year Bachelor of Education Program at the University of

Tasmania. Students achievement was assessed through two equally weighted activities: first was

a home assignment in which students explored learning content through the use of ICT and the

second activity was a 2 hour test comprised of 14 questions based on all the material in the unit.

At the end of the test, a single page survey with five questions was offered to students. Survey

indicated that 38% of the survey respondents had previously taken a CB exam, 78% had used the

practice CD before eExamination and 71% had found it very or moderately useful. The valid

responses indicated that 94.5% preferred CBT. The prior exposure to CBT was a highly significant

factor for preferring the computer medium.

Karadeniz (2009) studied the impact of paper based, web based and mobile based

assessment on students achievement. A group of 38 students were experimented for 3 weeks.

Significant differences were found between the scores achieved by the students in second week,

but not in first week. It was perceived by the authors that students had positive attitude towards

web based and mobile based assessment due to ease of use, comprehensive and instant feedback.

Moreover, most favoured tests were web based and the least favoured were paper based. The

National University of Singapore introduced computer-based testing (CBT) in 2004. Lim, et al

(2006) examined medical students attitude about CB VS PB testing. Through an online survey

213 (53.5%) final-year MBBS students were tested out of which 91 (79.8%) preferred CBT, 11

(9.6%) preferred paper-and-pencil (PNP) format and 12 (10.5%) were un-sure. Authors further
explained that 42 indicated that 42 liked CBT because of good quality of images and independent

of assigned seating positions; 22 liked because they could proceed at their own pace; one stated

that CBT examinations was fun; 4 enjoyed the convenience of CBT and 6 cited equality as the

reason they preferred CBT over PNP testing.

Bodmann and Robinson (2004) conducted an experimental study to compare speed and

performances differences among computer-based (CBTs) and paper-pencil tests (PPTs). In

experiment fifty-five undergraduate students enrolled in the subject of educational psychology,

participated in the studies which were already familiar with computer-based tests. Both CBTs and

PPTs contained 30 MCQs items with 35 minute of time limit. Approximately half class (28

students) took the first test on the computer and rest preferred first test on paper. Procedures shifted

for the second tests, with the first group receive PPTs and second group CBTs with a gape of two

weeks. It was concluded that undergraduates completed the CBT faster than PBT with no

difference in scores.

Koppel and Hollister conducted a study to examine the impact on student performance of

a computer-based assessment (CBA) as compared to a traditional testing method. Three different

research tool were used in the study to collect and interpret results i.e., questionnaires completed

by students to express their CBA experiences; faculty interviews who had administered computer-

based test to determine students perceptions of using this medium of testing and analysis of

students test scores in both conventional paper-based tests (PBT) and CBA.

Total 133 students out of which 91 have no prior experience of CBA and remaining 42 had

experienced the same in their previous courses. The Excel CBA was comprised of 25 items was

constructed. Students scores on CBA were automatically recorded which included overall scores
achieved. Grades on CBA were based on students ability to complete a specific skill-based

operation in the application of MS Excel. CBA was administered in one class period, at the end of

the exam students reviewed their results. PBT was administered in the next class period. The PBT

were examined manually by viewing the printout and actual Excel file containing the completed

examinations. Results of PBT were recorded physically by noting the required information in an

Excel sheet. Grades on the PBT were based on the final product submitted by each student as

opposed to how each task was performed. On the question of ease of use, majority of the students

(59%) found the software to be easy, 29% found it to be moderate and 12% the software to be

somewhat difficult to use. Interpreting the range of skills, 76% responded that CBA was more

effective test. Evaluating the difficult of question paper 65% responded that question paper were

moderated, 34% of the students felt the automatic grading system was fair while 39% didnt find

the grading fair. Only 19% felt that CBA negatively impacted their performance. Only 14%

students found CBA easier while 49% found it difficult or more difficult. Total 58% preferred

CBA and 42% preferred PBT. Faculty perceived to be more positive towards CBA in terms of less

time writing exams, reduce grading time, simple method of record keeping of grades and improved

validity of test validity through post-test statistical analysis.

Calarina and Wallace (2002) investigated to confirm several key factors in computer-based

versus paper-based assessment. Factors of the study were content familiarity, computer familiarity,

competitiveness, and gender. The study used a post-test only designed with one factor, test mode

(Computer-based and paper-based). Students score on 100-item multiple choice items and

students self-report on a distance learning survey were treated as dependent variables. Four

sections of Computer Fundamental Course consisting of 105 students were selected as sample of

the investigations. Results showed that computer-based test delivery impacted positively on
students scores as compared to paper-based test. From the abstract of the study, it was found that

ANOVA of test data showed that the computer-based test group outperformed the paper-based test

group. Gender, competiveness, and computer familiarity were not related to this performance

difference, though content familiarity was.

2.1 TECHNICAL DIFFICULTIES INCLUDED:

i. I could not remember how to create a diagram

ii. Spelling issues I kept touching the wrong keys

iii. AutoCorrect changed my words

2.2 COMPUTER ASSISTED LEARNING

Computer Assisted Learning (CAL) has been a term of increasing significance during the

last decade and can also be referred to as Computer Based Instruction (CBI), Computer Aided

Learning (CAL), or Computer Aided Instruction (CAI) (Bachman, 2008). For the purpose of this

review, we can simply define CAL as the learning procedures and environments facilitated through

computers. However, the keyword for understanding Computer Assisted Learning is interaction.

Computers can facilitate interaction during the learning process on multiple levels. On one level

we have interaction of the staff/user with the content and the learning material. On another level,

computers can host interaction of the staff/user with the tutor, peer interaction or interaction

between members of whole virtual learning communities. The concept of interaction with

content was first introduced in applications as early as the 1980s and is probably the best studied

aspect of Computer Assisted Learning (Hinman, 2006). Computers facilitation of interaction

between humans, however, has only emerged during the last decade, as explosive technological

progress and the Internet allowed reliable and inexpensive communication.

 Computer mediated human-human interaction is a whole new area in Computer Assisted

Learning, which presents special methodological considerations and requires separate study

(Mattheos , 2000).

The present review will be focused on Computer Assisted Learning applications where

interaction is limited between the user and the content, as the educational experience with these

applications is wider, and their future prospects are also remarkable. These Computer Assisted

Learning applications were initially designed for local use as part of the traditional curriculum.

However as both technology and educational experience mature, the real potential of these

programs unfolds in distance learning. It is important to remark that although interactive Computer

Assisted Learning programs are accessed from different places, they are directed by the same

educational principles. For instance an interactive computer maintenance can be accessed

through a CDROM in the university ICT lab supplementing the local curriculum, and the same

application can be available on the web as part of a distance learning course. In both cases, the

learning principles and methodological implications are identical, as long as the interaction

remains between the user and the content. Therefore study of this kind of application even if in a

local environment, is directly applicable to the use of Computer Assisted Learning in distance

learning, where the future of the medium undoubtedly lies.

The present study aims to summarize the current experience in the field of Computer

Assisted Learning applications in computer hardware maintenance and trouble shooting. The

review is particularly focused on educational value of Computer Assisted Learning, as well as its

effectiveness in comparison to traditional teaching. In addition, we intend to investigate the

attitude towards Computer Assisted Learning among the staff, staff and professionals. Finally,

visible future trends and developments in the field will be presented.

2.3 APPROACHES TO E-LEARNING SERVICES

E-learning services have evolved since computers were first used in education. There is a trend to

move towards blended learning services, where computer-based activities are integrated with

practical or classroom-based situations.

Bates and Poole (2003) and the OECD (2005) suggest that different types or forms of e-

learning can be considered as a continuum, from no e-learning, i.e. no use of computers and/or the

Internet for teaching and learning, through classroom aids, such as making classroom lecture

PowerPoint slides available to staff through a course web site or learning management system, to

laptop programs, where staff are required to bring laptops to class and use them as part of a face-

to-face class, to hybrid learning, where classroom time is reduced but not eliminated, with more

time devoted to online learning, through to fully online learning, which is a form of distance

education. This classification is somewhat similar to that of the Sloan Commission reports on the

status of e-learning, which refer to web enhanced, web supplemented and web dependent to reflect

increasing intensity of technology use. In the Bates and Poole continuum, 'blended learning' can

cover classroom aids, laptops and hybrid learning, while 'distributed learning' can incorporate

either hybrid or fully online learning.

It can be seen then that e-learning can describe a wide range of applications, and it is often

by no means clear even in peer reviewed research publications which form of e-learning is being

discussed. However, Bates and Poole argue that when instructors say they are using e-learning,

this most often refers to the use of technology as classroom aids, although over time, there has

been a gradual increase in fully online learning.

2.4 COMPUTER-BASED LEARNING

 Computer-based learning, sometimes abbreviated to CBL, refers to the use of computers

as a key component of the educational environment. While this can refer to the use of computers

in a classroom, the term more broadly refers to a structured environment in which computers are

used for teaching purposes. The concept is generally seen as being distinct from the use of

computers in ways where learning is at least a peripheral element of the experience (e.g. computer

games and web browsing).

Computer-Based Trainings (CBTs) are self-paced learning activities accessible via a

computer or handheld device. CBTs typically present content in a linear fashion, much like reading

an online book or manual. For this reason they are often used to teach static processes, such as

using software or completing mathematical equations. The term Computer-Based Training is often

used interchangeably with Web-based training (WBT) with the primary difference being the

delivery method. Where CBTs are typically delivered via CD-ROM, WBTs are delivered via the

Internet using a web browser. Assessing learning in a CBT usually comes in the form of multiple

choice questions, or other assessments that can be easily scored by a computer such as drag-and-

drop, radial button, simulation or other interactive means. Assessments are easily scored and

recorded via online software, providing immediate end-user feedback and completion status. Users

are often able to print completion records in the form of certificates.

CBTs provide learning stimulus beyond traditional learning methodology from textbook,

manual, or classroom-based instruction. For example, CBTs offer user friendly solutions for

satisfying continuing education requirements. Instead of limiting staff to attending courses or

reading printing manuals, staff are able to acquire knowledge and skills through methods that are

much more conducive to individual learning preferences. For example, CBTs offer visual learning

benefits through animation or video, not typically offered by any other means.
 CBTs can be a good alternative to printed learning materials since rich media, including

videos or animations, can easily be embedded to enhance the learning. Another advantage to CBTs

are that they can be easily distributed to a wide audience at a relatively low cost once the initial

development is completed.

However, CBTs pose some learning challenges as well. Typically the creation of effective

CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe

Director) is often more complex than a subject matter expert or teacher is able to use. In addition,

the lack of human interaction can limit both the type of content that can be presented as well as

the type of assessment that can be performed. Many learning organizations are beginning to use

smaller CBT/WBT activities as part of a broader online learning program which may include

online discussion or other interactive elements.

2.5 TECHNOLOGY-ENHANCED LEARNING (TEL)

Technology enhanced learning (TEL) has the goal to provide socio-technical innovations

(also improving efficiency and cost effectiveness) for e-learning practices, regarding individuals

and organizations, independent of time, place and pace. The field of TEL therefore applies to the

support of any learning activity through technology.

Along with the terms learning technology, instructional technology, and Educational

Technology, the term is generally used to refer to the use of technology in learning in a much

broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is

also broader than the terms Online Learning or Online Education which generally refer to purely

web-based learning. In cases where mobile technologies are used, the term M-learning has become

more common. E-learning, however, also has implications beyond just the technology and refers

to the actual learning that takes place using these systems.

 E-learning is naturally suited to distance learning and flexible learning, but can also be

used in conjunction with face-to-face teaching, in which case the term Blended learning is

commonly used. E-Learning pioneer Bernard Luskin argues that the "E" must be understood to

have broad meaning if e-Learning is to be effective. Luskin says that the "e" should be interpreted

to mean exciting, energetic, enthusiastic, emotional, extended, excellent, and educational in

addition to "electronic" that is a traditional national interpretation. This broader interpretation

allows for 21st century applications and brings learning and media psychology into the equation.

In higher education especially, the increasing tendency is to create a Virtual Learning

Environment (VLE) (which is sometimes combined with a Management Information System

(MIS) to create a Managed Learning Environment) in which all aspects of a course are handled

through a consistent user interface standard throughout the institution. A growing number of

physical universities, as well as newer online-only colleges, have begun to offer a select set of

academic degree and certificate programs via the Internet at a wide range of levels and in a wide

range of disciplines. While some programs require staff to attend some campus classes or

orientations, many are delivered completely online. In addition, several universities offer online

staff support services, such as online advising and registration, e-counseling, online textbook

purchase, staff governments and staff newspapers.

E-Learning can also refer to educational web sites such as those offering learning scenarios,

worksheets and interactive exercises for children. The term is also used extensively in the business

sector where it generally refers to cost-effective online training.

2.6 COMPUTER AIDED LEARNING VERSUS TRADITIONAL EDUCATION

When a case is presented in a book, all the learning material is presented linearly,

frequently together with a subsequent solution to the case. Often the book begins from an already
given topic. This principle is also frequently used in lectures: usually the staff gets the solution

without any interaction with the teacher or content.

Traditional book and lecture teaching represents a one-way communication with the staff.

Neither of these resources often stimulates the staff. This implies that there is limited possibility

for interaction with the resources. CAL, on the other hand, stimulates the staff to interactive

learning by providing the possibility for interaction with the media, at a personally chosen level.

For instance, many of the programs often demand that the staff ask for relevant information about

the current situation in order to be able to continue. CAL also provides the staff with the

opportunity to go through the material at his own pace and repeat chosen parts, without involving

a teacher or other staff. CAL is especially valuable when the program contains possibilities of

direct contact with on-site teachers.

Staff want to achieve as good assessments and grades as possible. Because of this, staff are

usually strategic and use different kinds of learning approaches to different courses, often in

sophisticated ways. One important factor is the design of the exam. Depending on the examination

form, staff employ different learning styles (Hendricson, 2007). Additionally, when the time for

examination is approaching, staff often pass from a deeper understanding of the content to a pure

memorizing mode (Fairclough, 2005). Staff learning strategies are often content-dependent

(Laurillard, 2009). There is sometimes a strong correlation between the quantity of necessary

activity and the quality of learning. The more that is demanded from staff, the more likely they

will adapt a superficial learning style (Chambers, 2002). In a study done on Nordic dental faculties,

many staff (54%77%) thought they had little time available for studying. The staff also

considered that the teachers had deficient teaching skills. Many staff felt that teaching was a second

priority for the teachers (Widstrom, 2000). One reason for negative staff attitudes is that sometimes
the teaching staff in universities have had limited pedagogic education. Staff usually wish for more

factual and concrete information, a more structured curriculum and organized conditions

(Hendricson, 2007). In other words, things should not be left to chance. One of the most popular

learning resources is teacher handouts (Hendricson, 2007). Even small changes in how the

information is presented can lead to major alterations in learning outcomes (Maclachan, 2006).

Research results show that if an image is initially blurry, and then becomes clear, it is

remembered much better than if it is presented clearly for the same amount of time. This could

mean that if an image were to be drawn instead of being instantly presented, learners might

remember it better. It has also been shown that learners have an ability to remember animations

well (Maclachan, 2006). Interactive multimedia software engages staff in decision-making and

multi-sensory learning. When all senses are stimulated, learning will be most effective and the

staff more interested.

It has even been shown that if the computer grants the staff an award (e.g. in form of an

animated writing of his name), the staff will try to perform better (Maclachan, 2006).

A computer can, in a very realistic way, simulate real problems. To be able to go farther in

a simulation program, the staff has to ask for relevant information about the case. This demands

that the staff be attentive and concentrate, which provides conditions for good learning

(Maclachan, 2006). Staff willingly use sophisticated instruments for learning (Plasschaert, 2005).

In addition, if they participate in the development of the software, they will become more

motivated to use it. Software that is developed by the faculty contains structured, actual and

concrete information and is more likely to contain exam-relevant material. Since staff adapt a

learning style which favours the exam results when practicing cases, they will be more motivated
to use this software. The software is designed in a way that forces the staff to think and concentrate

toward the faculty learning objectives, thus stimulating deeper thinking.

 CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

3.1 RESEARCH METHODOLOGY

It has been established that physical achieves are not always helpful a much better

alternative is to use automated base examination scheduler.

This implies the creation of database management system (DBMS) which ensure that computer

records are kept up to date and made available on demand to those who need them for planning

and operational purpose. The level of success achieved in caring out this research work is owed

to the methodology adopted.

A research methodology is a systematical programming approach of a well-defined

procedure that should be followed in caring out a thorough research work .an adequately

suitable methodology would ensure a very detail research work and ensure a higher degree of

accuracy and efficiency is adopted.

In other to attain quiet a reasonable acceptance of the research work we made use of the

internationally accepted software engineering model, which is

Structured System Analysis and Design Methodology. (SSADM).

The (SSADM) is a system approach` to the analysis and design of information system.

It involves the application of a sequence of analysis, documentation and design tasks concern

with the analysis of the current system logical data design logical process design, etc. The

research methodology used helps us to ensure that a thorough study of the present system is

effectively carried out thus helping the project research team to completely understand the

modus operandi of the present system so as to know how to the new system should be structured
and the functionalities needed in it to address the seemingly existing problems discovered. This

helps to know if there should be total overhauling of the existing system or if only modification

should be made. From the research carried out the existing system is a manual system which

gives the option of overhauling the manual system the SSADM is adopted to create entirely a

new system.

3.2 SOFTWARE PROCESS MODEL:

To solve an actual problems in an industry, software developer or a team of developers

must integrate with a development strategy that include the process, methods and tools layer

and generic phases. This strategy is often referred to a process model or a software developing

paradigm.

Our project follows the waterfall model.

The steps of waterfall model are:

i. Requirement Definition

ii. System and Software Design

iii. Implementation

iv. Integration and System test Operation and Maintenance

3.3 METHOD OF DATA COLLECTION

Having achieved the software requirements, the next step was to source for information

relative to the subject. This process of information gathering was achieved through so many

sources including:

Textbooks in the library, newspaper, Journals and articles of school publication

Other publications relative to other universities and their development personal observations of

the examination in the school system.

3.4 COMPUER BASED TEST FLOWCHART

Screen

Main Menu

Administrator Candidate

Manage Take Exam

Question

View Profile

Manage Account

View Result

Log Out

Log Out

Exit Program
3.5 USER REQUIREMENTS DEFINITION:
i. The user requirement for this system is to make the system fast, flexible, less prone to

error, reduce expenses and save the time.

ii. Time can be saved by scheduling the exams, if it is available a question bank to store

questions for different subjects.

iii. A system can be given a mark by checking the students answers, and give the result as

soon as students finish his test.

iv. A facility to generate a result chart as pre required without manual interface.

v. The system should have records of student that can be access to the system which can be

used only for the authorized person.

vi. The system should be more secure for management user records and more reliable to

work at any conditions.

3.6 THE PRODUCTS AND PROCESS FEATURES:

This system must be designed as user required. So, the complete requirement must be found:

i. Quick scheduling: The system helps the faculty member to generate an automatic

exam instead of using papers. Which save a time for writing, checking and for input

marks. Also, student can see the test when he login as an individual to the system.

ii. Immediate results and solutions: When the exams taker finishes his exam, the system

checks her answers and compared with the correct answer. And the system saves the

correct answers and calculates the mark of correct answers. Then give the total mark.

iii. Easy to store and retrieve information: Rather to save the information on a papers or

in separate sheets. There are a data base management to store and retrieve the
 information needed by the administrator or Faculty member or student according a

report generated by the system.

3.7 SYSTEM REQUIREMENT SPECIFICATION:

Functional System Requirement:

This section gives a functional requirement that applicable to the Computer Based Test
system.

There are three sub modules in this phase.

i. Candidate module.

ii. Examiner module.

iii. Administrator module.

The functionality of each module is as follows:

i. Candidate module: The candidate will logon to the software and take his test.

He can also check his previous marks and his details.

The candidate will get result immediately after the completion of the test.

ii. Examiner module: The database is prepared & loaded into the software. Selection for

test can be done language wise by the examiner. The results will be displayed

immediately after completion of the test.

iii. Administrator module: The administrator collects all the results after successful

completion of the test and sends to the headquarter as and when required.
3.8 THE FEATURES THAT ARE AVAILABLE TO THE ADMINISTRATOR ARE:

i. The administrator has the full-fledged rights over the OES.

ii. Can create/delete an account.

iii. Can view the accounts.

iv. Can change the password.

v. Can hide any kind of features from the both of users.

vi. Insert/delete/edit the information of available on CBT

vii. Can access all the accounts of the faculty members/students.

3.9 THE FEATURES AVAILABLE TO THE CANDIDATE ARE:

i. Can view the different categories of Entrance examination available in their

account.

ii. Can change password.

iii. Can view their marks.

iv. Can view and modify its profile but can modify it to some limited range.

3.10 THE FEATURES AVAILABLE TO THE EXAMINER ARE:

i. Can view the different categories of online test conducted by users.

ii. Can change password.

iii. Can view their marks.

iv. Can view and modify Results.

3.11 NON-FUNCTIONAL SYSTEM REQUIREMENTS:

Performance Requirements
Some Performance requirements identified is listed below:
 i. The database shall be able to accommodate a minimum of 10,000 records of students.

ii. The software shall support use of multiple users at a time.

iii. There are no other specific performance requirements that will affect development.

SYSTEM INTERFACES:

This section describes how the software interfaces with other software products or users for input

or output.

USER INTERFACE

Application will be accessed through a Browser Interface. The interface would be viewed best

using 1024 x 768 and 800 x 600 pixels resolution setting. The software would be fully

compatible with system window 7 and above. No user would be able to access any part of the

application without logging on to the system.

HARDWARE INTERFACES
i. Client side:
ii. Operating System: Windows XP or above
iii. Processor: Pentium III or 2.0 GHz or higher. RAM: 256 Mb or more

SOFTWARE INTERFACES
Client Side: .HTML, Web Browser, Windows XP/2000/Vista

Server: .AppServer