Abstract
The study investigated students achievement of Urban and Rural secondary schools in Biology using computer-based tests (CBT) and paperbased tests (PBT) in Jalingo Education Zone, Taraba State, Nigeria. The study adopted the ex post facto research design. The sample consisted of 341 students (Urban, 194 & Rural, 147), drawn through purposive sampling. To guide the study, two research questions were raised and two hypotheses were tested at 0.05 level of significance. Biology Achievement Computer Based Test (BACBT) and Biology Achievement Paper Based Test (BAPBT) were used for data collection. The instruments were validated by experts who ensured content validity by systematic examination of the test content to determine whether it covers the behavior domains intended to be measured as planned in the test blueprint, which was an adapted UTME past questions. The reliability coefficients of the instruments were estimated using the results from the pilot test. Kuder Richardson (K R20) method of reliability estimation was used since items on the instruments were scored dichotomously (right or wrong) and have the same difficulty level to determine the internal consistency of the tests (0.81 for BACBT and 0.80 for BAPBT). Mean, standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 significant level. Results of the study showed significant difference in the CBT achievements of urban and rural school students with urban students having higher mean score. However, PBT achievements among urban and rural school students revealed no significant difference. The study recommends that government should build ICT centers across urban and rural secondary schools in the zone and adequately equip them with functional computer systems, CBT softwares and testlets