TABLE OF
CONTENTS
Title
page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table
of Contents viii
CHAPTER ONE: INTRODUCTION
1.0
Introduction
1
1.1 Background of
Study 1
1.2 The Problems of
the Study 3
1.3 Purpose of Study
3
1.4 Research
Question 3
1.5 Significance of
the Study 4
1.6 Research
Hypothesis 4
1.7 Scope of the
Study 5
1.8 Limitation of
Study 5
1.9
Definition
of Terms 5
CHAPTER TWO:
2.1 LITERATURE REVIEW 7
2.2 Personality Factors 7
2.3 Economics Factors 9
2.4 Environment Factors 12
2.5 School Factors 15
2.6 Conclusion on Literature Review 19
CHAPTER THREE
3.0 Research Methodology 21
3.1 Research Method 21
3.2 Target Population 21
3.3 Sample Size 21
3.4 Sampling Technique 22
3.5 Research
Instrument 23
3.6 Field Testing of Instruments 24
3.7 Procedure for Data Collection 24
3.8 Procedure for Data Analysis 25
CHAPTER FOUR:
4.1
Introduction to Data Presentation and Analysis
26
4.2.0 Demographic Data 26
4.2.1 Age Distribution of Respondents 26
4.2.2 Marital
Distribution of Respondents 27
4.2.3 Dependent/Children of Respondents 28
4.2.4 Respondents Primary Economics Support 28
4.2.5 Membership of Organization of Respondents 29
4.2.6 Factors Responsible for Academic Performance 30
4.2.7 Whether the Factor Effects are Strong 30
4.2.8 Effect that Reduces Confidence at Exam 31
4.2.9 Lack of Interest in a course and low mark
During Exam 31
4.2.10
Respondent Continuous Assessment and
Early Preparation for test 32
4.2.11
Respondent and Combining work and Academic 33
4.2.12
Respondents on Group Discussion and its
Effect on Academic Performance 34
4.2.13
Family Background and Effect on Academic
Performance 35
4.2.14
Respondents on Effect of Exam Malpractice
to Academic Performance 36
4.2.15 Whether Respondents Find it Difficult
Preparation Exam 36
4.2.16 On How Students Rates Themselves 37
4.2.17 Respondents and Strategies for Course
Understanding 38
4.2.18 Respondents and Strategies for Improving
Environmental Education 38
4.2.19 On Leisure and its Importance in Academics 39
4.2.20 Respondents and Suggestions on
Improvement of Academic Performance 50
CHAPTER FIVE:
5.0 Findings,
Conclusion and Recommendations 44
5.1 Discussion
and Findings 44
5.2 Conclusion 46
5.4
Recommendations 48
Appendix
Bibliography
CHAPTER ONE
1.0 INTRODUCTION
FACTORS
AFFECTING ACADEMIC PERFORMANCE AMONG SANDWICH STUDENTS OF UNIVERSITY OF LAGOS
1.1 BACKGROUND OF THE STUDY
Numerous
studies, such as those carried out by Fullana Noe (1995) and Montero Marcos
(1990) have sought to understand the factor which account for low students
academic performance. Studies seeking to identify what determines academic
failure frequently appear as a reaction to condition of change, such as plans
for educational reform, or in response to critical situations.
The very concept of
academic failure varies in its definition.
Radriguez
castellanous (1986) considers academic failure as the situation in which the
subject does not attain the expected achievement according to his or her
abilities, resulting in an altered personality which affects all other aspect
of life.
Similarly, Tapia (2002)
notes, that the current educational system perceives that the student fails if
he or she does not pass but more appropriate for determining academic failure
is whether the student performed below his or her potential.
Grade
Point Average (GPA) is a commonly used indicator for academic performance. A
minimum GPA should be maintained in order to continue in the degree programmed.
In University of Lagos, GPA of 3.0 or higher is considered an indicator for
good academic performance.
Many
factors could act as barrier to sandwich student attaining and maintaining a
high GPA that reflect their overall academic performance during their tenure in
university. These factors could be utilized by the authorities in the sandwich
programme faculty in developing strategies to improve students learning and
improve their overall academic performance.
Some of these factors
which affect academic performance amongst sandwich students of university of
Lagos are the focus for critical evaluation in this research which are:
1.
Instructional resources
(a) Material
resources (b) Human resources
2.
Test Phobia or anxiety
3.
Time management by sandwich students
4.
Academic competence
5.
Study techniques. 6. Age 7. Marital status
1.2 THE PROBLEM OF THE STUDY
There
is a persistent poor performance among sandwich students. These academic (under
achievements) have been attributed to certain factors such as, material and
human resources, test anxiety, time management, academic competence study
techniques, marital status and age.
1.3 PURPOSE OF STUDY
(1) To explore the factors affecting sandwich
students’ academic performance
(2) To determine the differences in the levels
of these factors with academic performance.
(3) Early detection and understanding reasons
for academic failure may help some students perform better if adequate guidance
for improvement is provided efficiently.
1.4 RESEARCH QUESTIONS
(1)
What are the factors affecting sandwich
students’ academic performance?
(2)
To what extent do all these factors affect sandwich students’
performance?
1.5 SIGNIFICANCE OF THE STUDY
The
following people will benefit from the findings of this study:
(a)
Students;
(b)
Teachers; and
(c)
School authority
(1)
This study will help the students to
learn good study techniques which will enhance their performance.
(2)
It will help the school authority to
attach more importance on the use of material and human resources in upgrading
student’s performance.
(3)
The school authority will make a better
plan for educational reform to be able to suit a crash program.
(4)
The teachers will be able to make use of
the skill in them to impact knowledge to the students.
(5)
The students will be able to manage
their study time with other jobs and duties at home.
1.6 RESEARCH HYPOTHESIS
H 1 There is no significant relationship between
age and academic performance.
H 2 There is no significant relationship between
marital status and academic performance
1.7 SCOPE OF THE STUDY
This
study covers all the year 2-4 sandwich students of University of Lagos.
1.8 LIMITATION OF STUDY
This
study is limited to year 2-4 sandwich students of University of Lagos due to
the following reasons.
(a) Time
constraint (b) Shortage of fund
1.9 DEFINITION OF TERMS
Instructional
Resources: Those things or resources that are needed in the school which aid in
the effective teaching and learning. The resources can be grouped in to two.
(a)
Material Resources: Those objects that
helps students to learn effectively. It also makes the environment conducive
for learning. It helps the students remember what they were taught. Example of
material resources are, equipment, facilities, like library, laboratory,
football field, textbooks, chalkboard, pictures, audio visual materials e.t.c.
(b)
Human Resources: Availability of adequate
human beings inform of teachers, both academic and non academic
staff, making sure that the teachers are qualified.
Grade Point Average
(GPA): It is a commonly used method which acts as an indicator for academic
performance.
Academic Competence: Is
defined as proficiency of students with respect to the content taught during
courses over the past academic years and the ability to understand the course
materials.
Strategic Studying
Technique: Is defined as the knowledge and application of effective study
skills, techniques or methods by students.
Time Management: Has
been defined as clusters of behavioral skill sets that are important in the
organization of study course load.
Test Anxiety: Is
defined in this study as the reaction to stimuli that are associated with an
individual’s experience of testing or evaluative situations.
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