ABSTRACT
This study investigates the factors contributing to student failure in general studies courses within the Statistics Department at Jigawa State Polytechnic, Dutse, focusing on data spanning from 2014 to 2023. General studies courses are designed to provide foundational knowledge beyond students’ core disciplines, yet high failure rates have raised concerns about their efficacy and relevance. This study examines variables such as academic preparedness, motivation, perceived relevance of course content, teaching methodologies, and institutional support, all of which are hypothesized to influence student performance in general studies courses. A mixed-method approach was used, incorporating quantitative analysis of academic records and survey responses from students and instructors. Statistical tools, including descriptive statistics, correlation analysis, and hypothesis testing, were applied to determine the significance of various factors in predicting student outcomes. Additionally, qualitative insights were gathered through interviews with students and faculty to contextualize quantitative findings. The study found that lack of academic preparedness, low perceived relevance of general studies courses, and traditional lecture-based teaching methods significantly contribute to high failure rates. Conversely, student-centered teaching methods and enhanced academic support services were identified as key elements in reducing failure. This research underscores the need for curriculum reform, personalized academic support, and teaching innovations to improve student engagement and success in general studies. The findings provide actionable recommendations for policymakers, educators, and institutions aiming to enhance academic performance and reduce failure rates in general studies, ultimately supporting the academic success and retention of students across disciplines.
TABLE
OF CONTENTS
Title Page - - - - - - - - - - -i
Certification - - - - - - - - - - -ii
Declaration - - - - -- - - - - - -iii
Dedication - - - - - - - - - - -iv
Acknowledgements - - - - - - - - - -v
Table of
Content - - - - - - - - - -vi
Abstract - - - - - - - - - - -viii
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study - - - - - - - - -1
1.2 Statement
of the Problem - - - - - - - -2
1.3 Aim and Objectives
of the Study - - - - - - -3
1.4 Research
Questions - - - - - - - - -3
1.5
Significance of the Study - - - - - - - - -4
1.6 Scope and
Limitation of the Study - - - - - - -4
1.7 Definition
of the Terms - - - - - - - - -4
1.8 Brief
History of the Area of Study - - - - - - -4
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction - - - - - - - - - -6
2.2
Concept of General Studies in Higher Education - - - - - -6
2.3
Factors Contributing to Student Failure in General Studies Course- - - -7
2.4
Teaching Methods and Pedagogical Approaches - - - - - -7
2.5
Theories on Academic Success and Failure - - - - - -8
2.6
Empirical Studies on Student Performance in General Studies Courses - - -9
2.7
Strategies for Improving Student Performance in General Studies Courses- - -9
2.8
Summary - - - - - - - - - - -10
CHAPTER THREE
RESEARCH
METHODOLOGY
3.1 Introduction - - - - - - - - - -11
3.2 Research
Design - - - - - - - - - -11
3.3 Population and Sample Size - - - - - - - -11
3.4 Sampling Techniques - - - - - - - - -11
3.5 Data Collection Methods - - - - - - - - -12
3.6 Method of Data Analysis - - - - - - - -12
3.7 Least Square Method - - - - - - - - -12
CHAPTER FOUR
DATA
PRESENTATION, ANALYSIS AND PRESENTATION
4.0
Introduction - - - - - - - - - -13
4.1 Data Presentation - - - - - - - - - -13
4.2
Data Analysis - - - - - - - - -14
4.3 Conclusion - - - - - - - - - -16
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1
Introduction - - - - - - - - - -17
5.2 Summary of
Findings - - - - - - - - -17
5.3 Conclusion - - - - - - - - - -18
5.4
Recommendations - - - - - - - - -18
5.5
Suggestions for Further Research - - - - - - - -19
5.6
Contribution to Knowledge - - - - - - - -20
References - - - - - - - - - -21
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In
academic settings worldwide, general studies courses play an essential role in
providing students with a broad-based education that extends beyond their
primary area of specialization (Smith & Wilson, 2017). These courses, often
referred to as core or foundational courses, are integral in helping students
develop critical thinking, effective communication skills, and a general
understanding of diverse fields (Ogunlade & Adeyemi, 2020). However, many
students in specialized fields, such as those studying statistics, encounter
difficulties with these general studies courses, leading to high rates of
failure (Johnson & Clarke, 2019). This failure trend in the Statistics
Department at Jigawa State aligns with findings from studies in other
institutions, where students in technical fields sometimes perceive general
studies courses as irrelevant to their core academic interests (Ahmed &
Garba, 2021).
The
curriculum in most tertiary institutions includes general studies courses to
create a well-rounded educational experience. Common areas covered include
communication skills, information technology, social sciences, and
environmental studies, which aim to enrich students' knowledge base and
cultivate skills that can be transferred across various life domains (Chukwuemeka,
2018). Nevertheless, despite these intended benefits, students' performance in
these courses remains a concern. Some students find these courses challenging
due to their generalized nature, which may not directly align with the
specialized focus of their main discipline (Brown & Thomas, 2019). This
misalignment can result in lower engagement, reduced motivation, and
ultimately, high failure rates, as observed among statistics students at Jigawa
State.
Furthermore,
the rapid advancement in academic expectations, combined with diverse learning
preferences and varying levels of preparedness among students, has further
compounded the issue. According to Okoro and Bello (2022), students' academic
outcomes in general studies are influenced by factors such as course
difficulty, teaching methods, and individual attitudes. These elements affect
students’ ability to effectively engage with the content, resulting in a trend
of poor performance that impacts their overall academic trajectory (Adebayo,
2019). Recognizing and addressing these factors is critical for educational
institutions to foster better student outcomes, ensure students' successful
progression, and fulfill the overarching goal of a holistic education.
1.2 Statement of the Problem
In
recent years, the Statistics Department at Jigawa State has observed an
increase in student failure rates in general studies courses. This issue
presents a challenge not only to the students but also to the department and
institution, as it affects graduation timelines, overall academic performance,
and the holistic development of students (Okoro & Bello, 2022). General
studies courses, designed to enhance students' understanding of diverse
subjects and to build interdisciplinary skills, often fall short of achieving their
intended impact within specialized departments. In the case of statistics
students, these courses may be perceived as unrelated or less critical, leading
to low motivation, decreased effort, and consequently, higher failure rates
(Adewale & Musa, 2021).
Moreover,
research highlights several reasons for student difficulties in general
studies, including mismatched course content, perceived irrelevance, inadequate
teaching methods, and limited academic support (Johnson & Clarke, 2019;
Ahmed & Garba, 2021). For instance, students focused on mathematical and
analytical skills may find subjects like environmental studies or communication
less engaging, as they may not immediately see the connection to their primary
field (Brown & Thomas, 2019). This lack of perceived relevance can result
in disengagement and lower academic achievement. According to Chukwuemeka
(2018), when students do not see the value in a course, they are less likely to
invest the time and effort required to succeed, contributing to a higher
incidence of course failures.
Addressing
this issue requires a comprehensive understanding of the specific academic,
social, and psychological factors that contribute to student failure in these
courses. An analysis of students' attitudes, course structure, teaching
strategies, and departmental policies may reveal gaps that, when filled, could
enhance student performance and reduce failure rates. This study, therefore,
aims to investigate these contributing factors within the context of the
Statistics Department at Jigawa State, with the goal of identifying actionable
strategies to improve students' success in general studies courses (Ogunlade
& Adeyemi, 2020).
1.3 Aim and Objectives of the Study
The aim of this study is to investigate the causes and patterns
of student failure in general studies courses within the Statistics Department
at Jigawa State and to recommend strategies for improvement. The primary
objectives of this project are:
- To identify the average student failure
on general study courses
- To fit a linear model on number
of failure cases
- Predict average% student
failure on general study courses for 2024 and 2025
1.4
Research Hypotheses
To
guide this study, the following hypotheses are proposed:
- There is a statistically
significant relationship between course difficulty in general studies and
student failure rates in the Statistics Department.
- Student attitudes toward
general studies courses significantly influence their academic
performance.
1.5 Significance of the Study
The
findings of this study will be beneficial to the Statistics Department at
Jigawa State by highlighting the root causes of high failure rates in general
studies courses. This understanding will enable educators to develop targeted
interventions aimed at supporting students, improving their performance, and
reducing failure rates. Additionally, the study will provide a basis for
curriculum adjustments and teaching strategies that better align with the needs
of statistics students. The findings may also serve as a reference for other
departments and institutions facing similar challenges.
1.6 Scope and Limitation of the Study
This
study will focus on students in the Statistics Department at Jigawa State,
specifically analyzing their performance in general studies courses over the
last five academic years. While the study will provide insights into the
challenges and causes of failure, limitations may include limited access to
complete performance data, potential response bias in surveys, and challenges
in capturing the full range of non-academic factors affecting student
performance.
1.7
Definition of Terms
General
Studies Courses:
Courses that are not directly related to a student's major but are included in
the curriculum to provide a well-rounded education. These may include courses
in the humanities, social sciences, natural sciences, and basic skills.
Academic
Performance:
A measure of students' success in their coursework, often evaluated through
grades, exam results, and overall GPA.
Failure
Rate: The percentage of students who do
not achieve a passing grade in a specific course or set of courses.
Course
Difficulty: The
perceived level of challenge a course poses to students, which can impact their
engagement and performance.
Interventions: Strategies or programs implemented
to improve student outcomes, such as tutoring, advising, and course redesign.
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