DOSA 1997 Set Raises Alarm Over CBT Challenges in North-East, Calls for Urgent Education Reforms

By Muhammad Sani Muazu

The Old Students Association of Government Science Secondary School, Darazo (DOSA), Class of 1997, has expressed concern over the preparedness of senior secondary school students in North-Eastern Nigeria for Computer-Based Testing (CBT), warning that inadequate infrastructure and low digital literacy could further widen the education gap in the region.

The concerns were contained in a communiqué issued at the end of the association’s Annual General Meeting and Reunion, held on Monday, December 29, 2025, at the Conference Room of Fadama III, Gombe.

The meeting followed the presentation of a paper by Hassan Ahmed Yusuf, a Certified Network Administrator (CAN), titled “Challenges of Computer-Based Testing (CBT) for Senior Secondary School Students in North Eastern Nigeria,” alongside a roundtable discussion on the state of basic and post-basic education in Bauchi and Gombe States.

According to the communiqué, the association observed that fewer than 30 per cent of public schools in Nigeria have computer laboratories, with the situation described as “significantly worse” in the North-East, leaving many students with little or no exposure to computers before sitting for CBT examinations conducted by bodies such as JAMB and NECO.

“Our findings reveal that only about 28.75 per cent of students possess basic computer skills, with many unable to perform simple tasks such as using a mouse, navigating interfaces, or typing responses during examinations,” the communiqué stated.

The association also identified unreliable electricity supply as a major obstacle, noting that frequent power outages disrupt learning and examination processes, often causing technical failures and heightened anxiety among candidates.

Poor internet connectivity, especially in rural communities, inadequate training for both teachers and students on CBT platforms, and the psychological stress associated with unfamiliar digital environments were also highlighted as critical challenges.

The communiqué further noted gaps in examination infrastructure, stressing that some CBT centres are poorly equipped or located far from students’ residences, particularly in conflict-affected areas, thereby increasing transportation costs and raising safety concerns.

To address these challenges, the DOSA 1997 Set recommended increased investment in ICT infrastructure, including the provision of functional computer laboratories and solar-powered systems in schools. It also called for the integration of digital literacy programmes into the curriculum from Junior Secondary School level to build early foundational skills.

Other recommendations included the deployment of mobile CBT laboratories to remote areas, enhanced teacher training initiatives, and partnerships with telecommunications providers to offer subsidised or free internet access for educational purposes.

“While the transition to CBT is a commendable step toward modernising Nigeria’s education system, it must be inclusive. Without addressing these foundational challenges, students in North-Eastern Nigeria risk being left behind,” the association warned.

Beyond CBT-related issues, the communiqué also drew attention to what it described as the “stagnant effort” at remodelling Government Science Secondary School, Darazo, noting that funds for printing architectural designs were still being awaited from various graduating sets.

The association recommended that the committee responsible for the remodelling project should re-strategise on fundraising, while encouraging different alumni sets to continue executing development projects in the school.

In addition, the DOSA 1997 Set urged its National Body to advocate for urgent action to address broader challenges facing basic and post-basic education in Bauchi and Gombe States. These, it said, include poor teaching and learning environments, weak education policy formulation and implementation, inadequate instructional materials, shortage of qualified teachers, poor teacher training and retraining, limited community participation, and lack of synergy among education administrators and managers.