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The acceptance of CBT before COVID-19 varied significantly among stakeholders. Considering the closure of schools, governments resorting to radio lessons to keep students educated, and the need to safely assess learning, the study seeks to ascertain the status of stakeholders’ perception on CBT for assessing radio Biology lessons. Three research questions and three hypotheses guided the study, which adopted descriptive research design. 321 stakeholders’ views were collated using an online survey, with a face/content-validated questionnaire titled "questionnaire on stakeholders’ perception of CBT”, having Cronbach Alpha reliability estimate of 0.83. Mean/standard deviation were used to answer research questions. T-test was used to test the hypotheses at 0.05 level of significance. Results indicated that stakeholders consider radio Biology lessons a safe way of teaching students Biology during COVID times, but deem it too passive; CBT would make tests available to students anywhere; reduce bias/human mistake from examiners; but perceive it as inefficient for assessing all domains of learning. Although COVID-19 has positively improved its acceptance, there is a significant difference in students’/teachers’ perception of CBT. The study discusses the implications of the findings to library practice, and recommended that radio lessons be improved to reduce passivity; CBT should be used as a means of assessing learning outcomes from radio lessons, and awareness be created as to its benefits.