Abstract
With the increase of computers in assessment delivery today, adaptive testing has
become quite popular, mainly when students must be grouped into pass or fail. The
study investigated the status and experience of mathematics teachers' perception of
integrating Computer Adaptive Testing (CAT) into Unified Tertiary Matriculation
Examination (UTME) mathematics. A descriptive survey design was adopted for the
study. The population consisted of all public and private secondary school
mathematics teachers in Oyo State, Nigeria. A total of 310 mathematics teachers
were purposively selected from three senatorial districts in Oyo State, Nigeria. A
self-developed Computer Adaptive Testing Questionnaire showed a content validity
index of 0.92 and McDonald omega of 0.76. Data were analyzed using descriptive
and ANOVA at 0.05 significant level. Results revealed no statistically significant
difference between mathematics teachers' status and their perception of the
integration of CAT into UTME mathematics. To ensure an unbiased, valid, and
reliable examination, it was determined that CAT should be integrated into UTME
mathematics.