Table of contents
CHAPTER ONE
INTRODUCTION
1.1
Background of the study
1.2 Statement
of Problem
1.3 Research Questions
1.4 Hypotheses
1.5 Purpose of the study
1.6 Significance of the study
1.7 Scope of the Study
1.8 Operational
Definition of terms and Acronym
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
2.2
Theoretical
review
2.3 Quality in Nigerian education
2.4 Academic
performance of students in the universities
2.5 Factors affecting academic performance of
undergraduates
2.6 Differentials between male and female
undergraduate student academic performance
2.7 Relevance of UTME in Nigeria
2.8 Appraisals of literature review
CHAPTER THREE
METHDOLOGY
3.1 Introduction
3.2 Research Design and Procedure
3.3 Population of the Study..
3.4 Sample and sampling techniques
3.5 Research Instrument
3.6 Validity
3.7 Reliability
3.8 Method of data analysis
CHAPTER FOUR
RESULT AND DISCUSSION
4.1 Introduction
4.2 Testing of Hypotheses
4.3 Discussion
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Further Studies
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
In
order to qualify for admission in the Nigerian university, a candidate must
satisfy some minimum requirements. In the first place he or she must obtain
five relevant credits in the senior secondary school certificate examination
including English and in some cased mathematics. In addition such a candidate
must sit for and obtain a minimum pass mark in the University Matriculation
Examination conducted by the Joint admission and matriculation Board(JAMB) as
well as pass an additional post university matriculation examination screening
test (post-UME) conducted by the selected university. Notwithstanding those
stringent requirements for admission, most Nigerian students still perform
badly I their semester examination and indulge in a variety of examination
malpractices which make the conduct of examination a tedious chore that may
degenerate into life threatening or due at the worst. Malpractice committed by
a candidate to make up of their deficiencies in knowledge include using
prepared materials brought in by candidates as hard copies hidden in obscure in
part of the body or as a soft copy stored in the memory of sophisticated
handsets, sourcing answers from outside the hall through the medium of text
messages, using machineries to write examinations illegally and writing
examinations for which they were not registered.
This
investigation was prompted by series of evidence across Nigeria. For example,
in a discussion with a student after the first semester examination conducted
by the department of microbiology at the university of port Harcourt during the
2010/2011 session it was revealed that a candidate, a year two micro biology
student estimated to be about 30years old (official age 26) was found writing
an examination for which he was not registered. Investigation revealed that he
was admitted through the UME/post UME process with scores of 211 and 80 respectively
and a means of 146.An evaluation of his computerized speed-sheet for years one
2009/2010 Session showed a CGPA of 0.14 .further investigation revealed that
the student had been out of school for
about 10 years before finally gained admission through ‘’concession’’ to read
micro biology. The observation that the candidate had a very low score in the
post-UME screening test, and still gained admission prompted this study which
aims at investigating the relationship between the cumulative Grade Point
Average [CGPA] of students in the firth year of study and their performance in
the university Matriculation Examination and post UME Screening test, a major
parameter for admission.
1.2 Statement of Problem
The
relationship between UTME, Post UTME score and student academics performance in
universities in Nigeria is raising a dust. Akinniyi [2011] Notes that most
students who perform well in UTME get admitted into universities through the
influence of their ‘god fathers’. Though the scope of god father can get them
admission, work in later years. Akinniyi (2010 emphasizes that first year grade
of students may not after all show an
relationship with their UTME score. It is
against this background that this
study poised to access the correlation between UTME, Post UTME and academic
scores of 200 level students of the department of educational management in Tai
Solarin University of Education, Ijebu-Ode, Ogun state in order to justify
whether these reductionist entrance
examination conducted for screening candidates into Nigerian
Universities are necessary or not.
1.3 Research Questions
i. What are the UME
and Post UME score of students under study.
ii.
Is there any correlation between
UTME, Post UTME score and student performance in their first year in the
university?
iii. What are the academic scores of student
in GNS 111, EDU 111 course in the first semester of their first year in school?
1.4 Hypotheses
H01:
There is no significant correlation between UTME score and academic CGPA of
female student.
H02:
There is no significant correlation between the post UTME score and academic
CGPA of female students
H03:
There is no significant correlation between the UTME score and academic CGPA of
male students
H04:
There is no significant correlation between the post UTME scores and the
academic CGPA of male students
H05:
There is no significant correlation between UTME academic CGPA of all students
H06:
There is no significant correlation between average post UTME scores, CGPA
scores of all the students
1.5 Purpose
of the study
The broad objectives of
the study is to evaluate the correlation between UTME, post UTME and academic
performance score of 200 level students in Tai Solarin University of Education
(TASUED)
1.6 Significance
of the study
This
study will provide policy makers with evidence and reference materials for
policies making in educations. It will also provide further researchers with a
premise on which other researcher can be conducted.
1.7 Scope
of the Study
It
is believed that as at the time of this research, 200 level students already
have their CGPA profile available with them. The selection of students is also
limited to the departments in the college of Applied of Education and
vocational Technology.
1.8 Operational
Definition of terms and Acronym
UTME: Unified
tertiary Institutions Examination
Post UTME: A
screening examination that is usually done after UTME
Academic Performance: Intellectual
ability of student’s performance measured by their scores in respective courses
in school.
CGPA:
Cumulative Grade Point Average
Matriculation Examination:
It is an exam done after obtaining O’ level certificate for admission into
universities
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