THE MODE OF ENTRY INTO THE UNIVERSITY AND THE STUDENTS ACADEMIC PERFORMANCE
ABSTRACT
The study attempted to investigate the mode of entry into the university and the academic performance of students at the University of Lagos, Akoka, Lagos. The literature was reviewed in subheadings in this study. The descriptive research survey was used to assess the students’ opinions using a questionnaire and a sampling technique. To represent the entire population of this study, a total of 200 (two hundred) respondents were chosen and used for information gathering in this study.
A total of four (4) null hypotheses were developed and tested using the Pearson Product Correlational coefficient statistical tool at 0:05 for hypothesis one, and the independent t-test statistical tool at 0.05 level of significance for hypothesis two, three, and four. At the end of the exercise, the results revealed that:
The mode of entry has a significant impact on students’ academic performance in school. There is a significant difference in academic performance between students who entered the university via JAMB and those who entered through the Foundation Program.
There is a significant academic difference between students who entered the university through the foundation program and those who entered through Direct Entry. Due to the mode of admission, there is a significant gender difference in student academic performance.
It was recommended that the entry foundational program be retained and strengthened in order to become more effective. The University of Lagos should make the cost of education through the foundational program, which is intended for the wealthy, affordable to the poor.
CHAPTER ONE
1.1 The Study’s Background
Using the students’ scores from the two semesters of the 2006/2007 academic session, this study investigates the mode of admission of Education undergraduates and their academic performance in a Nigerian university. A t-test was performed on these results.
It was determined that most JAMB candidates, unlike their pre-degree counterparts, are unsuitable for degree programs. It was therefore proposed in Nigeria that the Joint Admission and Matriculation Board (JAMB) be abolished and the higher school certificate program be reintroduced, as well as encouraging each university to run a school of basic or pre-degree studies (Adeduro, 2004).
The educational objectives of a country, as outlined in its national education policy, reflect those aspects of the national objectives that are deemed realizable through formal schooling. For more than three decades, Nigeria has recognized that the country’s educational institutions have failed to perform their statutory roles.
The intellectual attainment and acquired skills of university and other educational institution graduates have fallen far short of expectations (Okpitike, (2001); Ihebuzor, (2007); Frazen (2003). The disheartening state of affairs gave rise to the phrase “falling standard of education,” which has since become a household slogan among Nigerians.
The situation has deteriorated to the point where, a few years ago, an international organization rating the intellectual standard of Nigerian undergraduates stated that for the previous one and a half decades, most Nigerian universities had not been producing graduates of world standard (Bulus and Garara, 2007).
This claim was backed up by the National University Commission’s (NUC) executive secretary in a television interview while justifying the Post-JAMB examination for university-bound candidates. Because there are doubts about candidates’ JAMB exam scores, the Post-JAMB examination is an innovation to ensure that only good materials are offered university admission. Okoye (2009)
The NUC’s executive secretary also stated that beginning with the 2006/2007 admission cycle, only first degree holders would be eligible to apply for university admission to read certain courses, such as medicine, law, and engineering, which were previously open to senior school certificate holders in some developed countries (Duro, 2010).
Experience has also shown that, while most undergraduates appear intellectually inadequate in general, education undergraduates in particular appear to be more intellectually sub-standard than the others (Shuiabu, (2004); Ihebuzor, (2007); Okpilike, (2001); Conkline, 2001). (2006). This assumption appears to be justified given the low cut-off score for education courses at universities.
As a result, the purpose of this study was to compare the academic performance of education undergraduates admitted through the Pre-Degree (PD) programme and those admitted through the Joint Admission and Matriculation Examination (JAMB).
The researcher advocates for the abolition of the JAMB, the reintroduction of the higher school certificate program, and the establishment of a school of basic/pre-degree studies in the study. All of this will contribute to closing the chasm that currently exists between senior secondary school and university curriculum contents.
These recommendations are made in light of the fact that the value of relevant prior advanced knowledge cannot be overstated (Glasserfeld, 2009). Furthermore, the findings indicate that the majority of JME candidates are not good university candidates. Uzomah (2008)
Education is universally acknowledged as a tool for social, political, scientific, and technological development. This is why no society can afford to play with its citizens’ education because it will result in snail-paced development (Azikiwe, 2000).
In the 1960s, very few people sought admission to higher education institutions, and those who were admitted did so through hard work. Anyone who found himself or herself there was therefore thought to be intelligent and academically superior to his or her peers (Erigha, 2001).
Although there are essentially two modes of entry into Nigerian universities: Universities Matriculation Examination (UME) and Direct Entry (DE), a third mode exists as a means of avoiding the Universities Matriculation Examination administered by the Joint Admissions and Matriculation Board, JAMB. Some Nigerian universities refer to the third mode as a Pre-degree Programme (Onuoha, 2005).
There is a widespread belief that University Matriculation Examination (UME) candidates outperform Direct Entry and Pre-degree candidates in their University Examination. Others believe that pre-degree candidates outperform UME and Direct Entry candidates in their university exams.
Another school of thought holds that Direct Entry candidates are superior to both pre-degree and UME candidates. People who hold this opinion argue that pre-degree and direct entry candidates cannot pass the JAMB UME, so they chose pre-degree programs or institutions that allow them to meet the Direct entry requirement (Adekoya, 2006).
People’s beliefs about which mode of entry is better in terms of university performance differ from group to group, so this study was undertaken to investigate the mode of entry and performance of Nigerian university undergraduates.
Academic performance of students admitted to Nigerian universities has long been a source of concern for lecturers and others involved in the education industry. There are minimum entry requirements that candidates must meet before being admitted to a degree program at a university.
The University of Lagos is no different. Both pre-degree, UME, and direct entry candidates meet the requirements. Candidates must have NECO/WAEC SSCE or equivalents with credits in five (5) subjects (including English and mathematics) relevant to their course(s) at no more than one sitting (Adeleke, 2006).
It is assumed that all those admitted to the University of Lagos, regardless of mode of entry, will be able to cope with the academic rigors; however, some drop out on the way without graduating, while others change their courses and others spend an extra year(s) before graduating, as seen with extension students, and some even end up with pass and third class degrees.
This scenario demonstrates that performance can be affected by the mode of entry; thus, the goal of this study is to determine the relationship between the mode of entry and the performance of Nigerian undergraduates at our universities, particularly the University of Lagos (Nwosu, 2005).
1.2 Problem description
Without a doubt, students’ modes of entry into the nation’s universities have an impact on their academic performance. Many students who were admitted through the Joint Admission and Matriculation Board (JAMB) do not have high academic standards in their subject areas.
Many students today who are admitted to higher education institutions, particularly the University of Lagos, perform poorly academically. Most of them are advised to discontinue their studies because they are unable to cope with the rigorous academic work loads in their courses, and the majority barely achieve the required Cumulative Grade Point Average (CGPA) to continue to the next level until graduation.
Not only that, but the admission criteria of cathment areas, educationally disadvantaged areas, and the quota system have bedeviled our education system and, if not addressed, can contribute to the collapse of educational standards in Nigeria, particularly at the tertiary level.
The aforementioned issues prompted an examination of the impact of the mode of entry on the performance of University of Lagos undergraduates.
1.3 The Study’s Purpose
The primary goal of this research is to investigate the impact of mode of entry on academic performance of undergraduates at the University of Lagos, Akoka Lagos.
This research will also look into the following topics:
(1) To determine whether there is a difference in academic performance between students who entered the University through direct entry and those who entered through JAMB.
(2) To determine whether students’ academic achievement at the University of Lagos is influenced by their mode of entry.
(3) To determine whether there is a difference in academic performance between students who entered the University through JAMB and those who entered through the foundation program
(4) Determine whether students’ academic performance differs based on their mode of admission to the University.
(5) To determine whether undergraduate students’ academic achievement differs depending on their mode of entry into the university.
1.4 Research Issues
This study will address the following research questions:
(1) Will the mode of entry into the University affect the performance of undergraduate students?
(2) Will there be a difference in academic performance between undergraduates admitted through direct entry and those admitted through JAMB?
(3) Will there be a difference in academic performance between students who entered the University through JAMB and those who entered through the foundational programme?
(4) Will undergraduate academic achievement differ based on mode of entry into the University?
(5) Is there a difference in academic achievement among undergraduate students based on their mode of entry into the University?
1.5 Hypotheses for Research
In this study, the following research hypotheses will be developed and tested:
(1) There will be no statistically significant difference in performance between undergraduate students who entered the University through direct entry and those who entered through JAMB.
(2) Entry mode will have no significant impact on undergraduate students’ academic performance at the University of Lagos.
(3) At the University of Lagos, there will be no significant difference in performance between students who entered through JAMB and those who entered through the foundation programme.
(4) There will be no significant gender differences in undergraduate academic performance due to entry mode to the University.
(5) Undergraduate students’ academic achievement will not differ significantly based on their mode of entry into the University.
1.6 Importance of the research
The following people will benefit from this research:
(1) Students – This study will be very important to students, particularly undergraduates, because its findings and recommendations will provide them with information about the mode of entry to the University and the resulting academic achievement.
(2) Lecturers – Would be able to learn more about how students’ academic performance is heavily influenced by their modes of entry into the university. With the study’s findings and recommendations, lecturers will have a better understanding of the university admissions process and its effects on students’ academic careers.
(3) The school authorities – The school authorities, without a doubt, would be knowledgeable about admission modes and their effects on students’ learning outcomes in school, particularly at the University of Lagos. The school authorities would be able to reformulate admissions policies with this information at their disposal.
(4) Government/Ministry of Education – The government and the ministry of education, both at the federal and state levels, would benefit from this because it would allow them to clearly understand the effects of students’ mode of entry on their academic achievement, particularly at the University of Lagos.
(5) The society – The larger members of society would understand that a student’s academic performance cannot be completely separated from their mode of entry into the University. Members of society would be aware of the roles played by university admission and students’ academic performance in schools as a result of this.
1.7 Study Scope and Limitations
The research will look at the impact of entry mode on undergraduate performance at the University of Lagos Akoka in Lagos. Time, money, and the acquisition of necessary materials would all be impediments to the timely completion of this project.
1.8 Term Definitions
This study will define operational terms accordingly.
(1) Entry Mode: This refers to the type of admission a student receives in order to enroll in any Nigerian university. It could be Direct Entry (D.E), the Joint Admission and Matriculation Board (JAMB), or the foundational programme (F.P) offered by various Nigerian universities.
(2) Academic Achievement: This refers to students’ overall performance in class tests, continuous assessment, and terminal examinations held at the end of the academic session.
(3) Catchment Area: This is a concessionary priority or grace in admission granted to those who live in the area in which the University is located or built.
(4) Quota System: This is a term used to describe the equal rights granted to some areas of Nigeria, such as the north and south of the cou
THE MODE OF ENTRY INTO THE UNIVERSITY AND THE STUDENTS ACADEMIC PERFORMANCE
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