DOI: 10.18848/2327-7920/cgp/a180 ISSN: 2327-8692

Investigating Student Attitudes and Implementation Barriers in Computer-Based English Testing Within Jordanian Private Schools

Mohamed Almasharfeh, Ghaida Al-Quran
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<p>This study examines the attitudes, challenges, and recommendations related to computer-based testing (CBT) for English language assessments among high-school students at a private school in Amman, Jordan. In the context of the Ministry of Education’s initiative to transition from traditional paper-based exams to CBT, this research provides timely insights into the implications of this shift. A mixed-methods approach was used, with thirty-eight students (50% male, 50% female) participating in a survey that combined quantitative Likert-scale items and qualitative open-ended responses. The findings revealed that while students appreciated the efficiency, engagement, and multimedia capabilities of CBT, they also reported significant challenges, including technical issues, digital unfamiliarity, and time-management pressures. Prior exposure to CBT and greater computer familiarity were linked to more positive attitudes and reduced stress. Qualitative analysis emphasized the need for improved technical infrastructure, user-friendly interfaces, and pre-test training. The study concludes with actionable recommendations for educators and policymakers to enhance the effectiveness and accessibility of CBT, offering valuable insights for schools transitioning to digital assessments in similar educational contexts.</p>

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