Effect of computer attitude on computer based test performance: does the gender of digital natives matter?

Abstract Computer-based testing (CBT) is increasingly embraced globally due to its efficiency and adaptability. While digital natives are assumed to navigate such technologies with ease, factors like computer attitude and gender may influence test performance. This study examined how computer attitude affects CBT performance among 424 Grade 7 pupils in Nairobi, Kenya, and whether gender moderates this relationship. Using a 2x2 factorial between-subjects design, students took a science test in either CBT or paper-based formats. Findings revealed a significant positive effect of computer attitude on CBT scores, while gender did not significantly influence outcomes. The use of touch-screen computers is recommended to mitigate cognitive workload challenges. These results have implications for equitable digital assessment implementation.