International Journal of Information and Communication Technology Education, 8(2), 33-45, April-June 2012 33 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Keywords: Attitude, Computer Anxiety, Computer Assisted Learning, Computer Based Test (CBT), E-Learning, Nigeria, Test Anxiety, Undergraduate Students INTRODUCTION As the 2007/2008 academic session of the University of Ilorin, Nigeria ended May 2008, prospective candidates for admission into the university for 2008/2009 academic session were notified that the senate of the university has decided that admission exercise would be by computer-based test (CBT) in English and General paper (aptitude test). An individual’s attitude is an important variable in the learning process, Gattiker and Hlvaka (1992) observed that research assessing the attitude of the undergraduate to a computer- based test is lacking. This is a reflection of the fact that research such as this has never been conducted in the context of the University of Ilorin, Nigeria. The University of Ilorin intro- duced the process of using computer for writ- Attitude of Undergraduate Students Towards Computer-Based Test (CBT): A Case Study of the University of Ilorin, Nigeria Adeyinka Tella, University of Ilorin, Nigeria M. T. Bashorun, University of Ilorin, Nigeria ABSTRACT This study examined the attitude of the students towards computer-based test (CBT) at the University of Ilorin, Nigeria. A case study research design was adopted to carry out the study. The sample consists of 2209 undergraduate students selected from seven out of the ten Faculties that made up the university. Data were collected through a computer based test attitudinal survey (CBTAS) and a focus group discussion. The results demonstrated that; generally, respondents have positive attitude towards CBT. More than average of the respondents prefer CBT to paper and pencil test. Respondents also demonstrate strong perception of increase in their learning performance as a result of taking CBT/examination. On the other hand, problems such as shortage of computers, lack of skills, loss of data in the process of writing CBT, slow network and hazard of reading on the screen were identifed. DOI: 10.4018/jicte.2012040103