FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF THE SANDWICH STUDENTS
CHAPTER ONE
1.1 INTRODUCTION
FACTORS AFFECTING ACADEMIC PERFORMANCE AMONG UNIVERSITY OF LAGOS SANDWICH STUDENTS
1.1 THE STUDY’S BACKGROUND
Numerous studies, such as those conducted by Fullana Noe (1995) and Montero Marcos (1990), have sought to understand the factors that account for poor academic performance in students. Studies attempting to determine what causes academic failure frequently appear in response to a condition of change, such as educational reform plans, or in response to critical situations.
Academic failure is defined differently by different people.
According to Radriguez Castellanous (1986), academic failure is defined as a situation in which the subject does not achieve the expected achievement based on his or her abilities, resulting in an altered personality that affects all other aspects of life.
Similarly, Tapia (2002) observes that the current educational system perceives a student to fail if he or she does not pass, but whether the student performed below his or her potential is more appropriate for determining academic failure.
The Grade Point Average (GPA) is a popular measure of academic performance. To continue in the degree program, a minimum GPA must be maintained. A GPA of 3.0 or higher is considered an indicator of good academic performance at the University of Lagos.
Many factors may act as a deterrent to sandwich students achieving and maintaining high GPAs that reflect their overall academic performance during their university tenure. These factors could be used by officials in the sandwich program faculty to develop strategies to improve students’ learning and overall academic performance.
Some of the factors that influence academic performance among sandwich students at the University of Lagos are the following, and they are the focus of critical evaluation in this study:
1. Educational resources
(a) Physical resources (b) Human capital
2. Test apprehension or anxiety
3. Sandwich students’ time management
4. Academic proficiency
5. Research methods. 6. marital status 7. age
1.2THE STUDY’S PROBLEM
Sandwich students consistently outperform their peers. Certain factors, such as material and human resources, test anxiety, time management, academic competence study techniques, marital status, and age, have been blamed for these academic (underachievements).
1.3OBJECTIVE OF STUDY
(1) To investigate the factors influencing sandwich students’ academic performance.
(2) To ascertain the relationships between the levels of these factors and academic performance.
(3) If adequate guidance for improvement is provided efficiently, early detection and understanding of reasons for academic failure may help some students perform better.
1.4 QUESTIONS FOR RESEARCH
(1) What factors influence sandwich students’ academic performance?
(2) To what extent do all of these factors influence sandwich students’ performance?
1.5THE STUDY’S SIGNIFICANCE
The following people will benefit from the study’s findings:
Students (a)
(b) Teachers, as well as
(c) School administration
(1) This research will assist students in learning effective study techniques that will improve their performance.
(2) It will assist the school administration in emphasizing the use of material and human resources in improving student performance.
(3) The school district will develop a better educational reform plan to accommodate a crash program.
(4) The teachers will be able to use the skill they have to impart knowledge to the students.
(5) The students will be able to balance their study time with other responsibilities at home.
1.6 HYPOTHESIS OF RESEARCH
H 1 Age and academic performance have no significant relationship.
H 2 There is no statistically significant link between marital status and academic performance.
1.7 OBJECTIVES OF THE STUDY
This study includes all of the University of Lagos’s year 2-4 sandwich students.
1.8 STUDY LIMITATIONS
Because of the following reasons, this study is limited to University of Lagos sandwich students in years 2-4.
(a) Time constraint (b) Funding scarcity
1.9TERM DEFINITION
Instructional Resources: Those items or resources required in the classroom to facilitate effective teaching and learning. The resources can be divided into two categories.
(a) Material Resources: Those objects that assist students in learning effectively. It also creates an environment that is conducive to learning. It aids students in remembering what they have been taught. Material resources include equipment and facilities such as a library, laboratory, football field, textbooks, chalkboards, pictures, audio visual materials, and so on.
(b) Human Resources: The availability of adequate human beings informs teachers, both academic and non-academic staff, ensuring that the teachers are qualified.
Grade Point Average (GPA): This is a widely used method for determining academic performance.
Academic Competence: Is defined as students’ proficiency with regard to the content taught during courses over the previous academic years, as well as their ability to understand the course materials.
Strategic Studying Technique: Is defined as students’ understanding and application of effective study skills, techniques, or methods.
Time Management: Has been defined as a set of behavioral skill sets that are important in organizing a study course load.
This study defines test anxiety as the reaction to stimuli associated with an individual’s experience with testing or eval
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