Background to the Study
In Nigeria, achievement at any level of education is crowned with certification for those who successfully complete the course of study with good academic records. Thus at the end of secondary school education, students are expected to sit for public examination such as the West African Senior School Certificate Examination (WASSCE), conducted by the West African Examination Council (WAEC) Senior School Certificate Examination (SSCE) conducted by the National Examinations Council (NECO) and National Technical and Business Certificate Examination (NTCE/NBCE), also conducted by the National Technical and Business Certificate Examination Board (NABTEB). According to Adeyegbe (2004), these tests used by various public examinations boards are often better developed than the ones prepared by the teachers in the school setting, university inclusive.
Possession of minimum of five credit passes in any of these public examinations is a pre-requisite for sitting for University Matriculation examination (UME) conducted by the Joint Admissions and Matriculation Board. Candidates’ admission or placement into Nigeria tertiary institutions irrespective of whether the tertiary institution is federal, state or private owned is contingent on meeting the prescribed cut-off mark in the UME.
Of recent, the prospective candidates are further required to undergo University, College sand Polytechnic Screening Examination as a condition for eventual admission. It is believed that these entry qualifications and entrance examination will positively predict candidate’s performance in the tertiary institutions.
However, public examination bodies responsible for the award of certificates and placement of students in tertiary institution have been facing a lot of criticism due to the poor performance or poor quality of undergraduate. Several professionals and researchers in education have argued that the glorious day of high academic performance and enviable achievement among Nigerian undergraduate have reached a vanishing point and are called for education summit to rectify the situation (Ige, 1997).
As a remedy, there have been persistent calls from different quarters for the examination of the present modes of selecting candidate for admission into the various programmes in Nigerian tertiary institution with a view to determining the credibility of each of the admission criteria. Such calls which are borne out of the observed mismatch between candidate’s performance in public examinations and their subsequent achievement in tertiary institution examinations has eventually resulted in the post UME screening exercise.
Investigation into the predictive validity of public examination, which serve as entry qualification, on students’ future academic achievement in Economics is well known.
Statement of the Problem
Despite stringent measure sand strategies employed by the Nigerian government to ensure that educational standards are maintained at the tertiary level, observation shows that students whom after passing through all these vigorous examination still perform far below expectations especially in Economics. The deficiencies in the public examinations (SSCE, and post UTME) could be due to shoddy arrangements, impersonation of candidates, leakage of papers, use of machineries by candidates, bribe taking by invigilators, use of hand phones to aid malpractices and so on.
The resultant effects of these anomalies are that many brilliant students seem to short-changed in the process while the incompetent, but rich ones are alleged to have bought their way by eventually scoring very high marks, which would enable them to secure admission into competitive tertiary institutions and courses of study.
Based on the forgoing, these questions were asked.
- What is the performance of students in Economic at SSCE, and Post UTME?
- Does these performance determine the students CGPA in the College of Education?
Purpose of the study
The overall aim of this study, therefore, was to examine the extent to which entry qualification (SSCE, UTME, Post-UTME) would predict students’ performance in Economics in College of Education, Ikere-Ekiti.
Specifically, the purpose of the study are to:
- determine the extent to which scores in public examinations conducted by JAMB could predict future academic achievement of students in Economics in College of Education
The following research questions are raised to guide this study
- Is there any relationship between the scores for entry qualification (SSCE, post-UTME and student CGPA in Economics?
- Does students’ performance in entry qualification predict academic achievement in Economics among College of Education Students
The following null hypothesis were postulated and tested at 0.05 level of significance
- Ho: There is no relationship between the scores for entry qualification (SSCE, Post-UTME and Students’ CGPA in Economics
- H0: Students’ performance in entry qualification does not predict academic achievement in economic among College of Education students.
Significance of the Study
This study hopes to assist the government formulate appropriate policies on both the conduct and quality of public examinations as well as admission policies into Nigerian College of Education.
The study would be significant in assisting students to be informed of the need for hard work which will earn them a chance into any tertiary institutions for undergraduate studies.
The study would help parents to be informed on the need to foster the education of their children into any tertiary institution through fortify background to withstand both and post-UTME screening test.
More so, the study would assist tertiary institutions to standardize the content, face and construct validity of Post-UTME screening test that will be a measure for admission into Nigeria tertiary institution and as a means of sanitizing the system.
Scope of the study
This study only consider entry qualification (SSCE, and Post UTME) as predictor of students’ academic performance in Economics. The study would be carried out in College of Education, Ikere-Ekiti.
The study considered the CGPA of 200 level students in Economics related courses.
This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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