Abstract

Computer use for assessment is gaining prominence in Kenya’s higher education system because of its efficiency and prompt feedback. However, some psychological and personal factors may unintentionally impact performance in computer-based testing, such as test anxiety and gender. Therefore, this study sought to determine the effects of test anxiety and gender on performance and the impacts of test anxiety and gender interaction in a computer-based test in the Educational Statistics unit. A sample of 185 bachelor of education students at Kenyatta University was purposively selected to participate in this study. The independent variables were measured using a ten-item Likert-type test anxiety scale and a questionnaire. The dependent variable was the performance in a fifteen-item multiple choice test administered online. Data were analyzed using the t-test and the two-way analysis of variance. Results indicated that test anxiety had a significant effect on computer-based test performance. Although male students performed better than female students on the test, this difference was insignificant. The study also found the main effect of test anxiety and subject specialization. Based on the outcomes of this study, it was suggested that academic counseling should be integrated into the teaching and assessment of educational statistics to mitigate the effect of test anxiety on computer-based test performance. There is a need to incorporate arithmetic and computers, especially in arts-based courses at Kenyatta University. This study can be replicated using samples drawn from other courses and universities.