International Journal of Sub-Saharan African Research (IJSSAR)

Background: ICT is seriously reshaping the Nigeria education system with WAEC set to adopt it in the conduct of the 2026 examination 73 years after. While this is considered apt, the level of awareness and preparation of both schools and students to the adoption of this innovation remains s source of worry. Objectives: The study critically examine how aware and prepared secondary schools and students are in the adoption of the CBT innovation by WAEC in 2026 in view of the fact that adequate preparation is key in the adoption of any innovation.
Method: The study adopts mixed method survey designs making use of both quantitative and qualitative data. Hence, data were collected through structured questionnaires and interviews, and analysed using descriptive statistics and thematic analysis. The sample size for the quantitative data was 620 derived using Krecijie and Morgan (1972) formula while that of qualitative data was selected purposively from the sampled schools in rural Cross River State. Results: The findings indicate that while the WAEC CBT innovation in spite of the benefits it holds, will pose a challenge to schools and students in rural Cross River State. This is informed by the poor state of infrastructure and lack of ICT skills among this category of students.
Conclusion: The study concludes that while schools cannot proscribe to the use of ICT, especially in the 21st century, adequate awareness and preparation should be created by benefactors to allow for the seamless adoption of such an innovation.
Unique Contribution: This study highlights the processes involved in the diffusion of any innovation in a social system.
Key Recommendation: The study recommends improvement of digital literacy of students, improved infrastructure in rural schools, and the creation of adequate awareness around any new innovation especially among vulnerable groups.