EVALUATION OF UNIVERSITY FRESHMEN SCHOLASTIC ACHIEVEMENT BASED ON SSCE, UTME, GENDER AND AGE IN SOUTH WEST NIGERIA
DOI:
https://doi.org/10.46827/ejoe.v0i0.664Schlagwörter:
freshmen, academic performance, senior school certificate examinations, university matriculation examinationAbstract
This study is designed to examine the composite and relative effects of SSCE result, UTME score, age and gender on academic performance of University freshmen. Descriptive research design of ex-post facto type was employed to investigate the relationship that exists between the performance in SSCE, UTME, age and gender and university freshmen academic performance. University freshmen in the federal universities in south west Nigeria were used, 2518 participants 1423 males and 1095 females. Secondary data were collected from the concerned universities’ records office. Correlation and multiple regression analysis were used to analyze the three research questions that were raised at 0.05 levels of significances. The result revealed significant composite effect and relative contributions with SSCE result as the most potent predictor (β = 0.0140; t= 7.241; p< 0.05), followed by age (βeta = -0144, t=7.024, p<0.05). However, sex and UME scores were not potent predictors of academic performance of University freshmen. Furthermore, the findings showed that there is significant difference in the academic performance of university freshmen that holds SSCE result by WAEC and NECO, (t = 6.795, df=1869, p< 0.05). However, there was no significant difference in the academic performance of male and female university freshmen. Based on the findings of this study, it was recommended that parents should see to the education need of their children early enough. Also, that SSCE exam should be looked into on issues of teaching-learning; conduct and marking of the examination papers. Also, that JAMB organization should be sanitized so as to be able to perform the roles it is expected of her.Literaturhinweise
Adetona, D. A. 2005. Gender and Birth Order as Predictors of Normal Pupils' Anxiety Patterns in Examination. Ibadan Journal of Educational Studies. 1(1).
Aremu, A.O; Salami, S.O. and Salam, J.O. 2005. Academic Performance 5 - factor inventory, Ibadan: Stirling Horden Publisher in Nigeria limited.
Connell, J.P., & Halpern-Felsher, B.L. 1997. How neighborhood affects educational outcomes in middle childhood and adolescence: Conceptual issues and an empirical example. In Brooks.
Fehintola, J.O. 2011. Predicting Senior Secondary School Certificate Examinations performance from Junior Secondary School Certificate Examinations results. African Journal of Educational Research vol. 15, No. 1 & 2. pgs 27-35; ISSN: 0303-3872.
Jansen, H. W. 1990. Longitudinal structural equation models of academic self- concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35, 705 - 738.
John, A.1996. Test Development Processes: The WAEC Experience 1. In Test Development and Administration Processes in Nigeria: Problems and Solutions. Yaba (Lagos): WAEC.
Marthaugh, T., Burns, N. D., and Schuster, M. F. 1999. The Role of efficacy expectations in predicting the decline to use advanced technologies: The case of computers. Journal of Applied Psychology, 72, 302 – 31
Mclnnes, M. J. 2000. Education in Declining Economy. The Case of Zambia, 1975 – 1985. Washington D.C.: World Bank.
Mclnnes, V.; James, C. P. and Mao Naught, C.S. 1995. Motivation and achievement. In S.S. Feldman & G.R. Elliott (Eds.), at the threshold: The developing adolescent (pp. 308 - 330). Cambridge, MA: Harvard University Press.
Nestle, A. J. 1999. School District Parent Involvement policy and Programs. Elementary School Journal 101, 1, 101-18.
Obioma, J. F. 2005. Correlation between student’s characteristics and performance in Mathematics; in Secondary Schools in Lagos State. An Unpublished Research Project Olabisi Onabanjo University, Ago –Iwoye.
Shah, A. and Burke, P.C. 1999. An organizational analysis of the effects of ability grouping: American Educational Research Journal, 32, 687 - 715. Gamoran, A. 1992. The variable effects of high school tracking. American Sociological Review, 57(6), 812 - 828.
Susec-Michiel, J. P. and Kalsnik, 2003. Educational risk and resilience in African-American youth: Context, self, action, and outcome in school. Child Development, 65, 493-506.
Trueman, W. J., and Harthey, S.M. 1996. How students invest their time out of school: Effects on school engagement, perceptions of life chances, and achievement. Report No.29.
Ukwueze A. C. 2007. Effects of Learner; variable on Academic performance and Adjustment of Junior Students: Counselling Implication for UBE programme. Journal of Counselling Association of Nigeria.
Umo, A. and Ejedu, A. M. 2008. Student achievement in public magnet, public comprehensive, and private city high schools. Educational Evaluation and Policy Analysis, 18(1), 1 -18.
Vander. H. and Jansen, H. O.2002. Factors Related to the Achievement and Adjustment of Young African American Children, Child development, Journal of the Society for Research in child Development. 65 (4), 1080-109.
West African Examination Council 2015. Statistics of Entry Performance in WAEC Examination: Highlights of Result Statistics 1992-1994. Yaba, Lagos: WAEC
Veröffentlicht
Ausgabe
Rubrik
Lizenz
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
