Impact of Varying Entry Behaviour on Students’ Academic and Psychological Outcomes in Higher Education: The Case of PPC and FPC Students at Debub University (original) (raw)
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Ethiopian Journal of Education and Sciences, 2011
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This study sought to determine the associations among psychosocial factors, approaches to learning and the academic achievement. The study employed the descriptive correlational research design. The target population was 5340 students from five Polytechnic Colleges in West Hararge Zone. The study used Yamane’s (1967) formula to come up with the sample sizes of 372 students who filled the questionnaire. Pearson Correlation Coefficient, multiple regression analysis and stepwise multiple regression were employed to analyze the data. The study established that approaches to learning and psychosocial factors are important ingredients for intended academic achievement to be realized. It is recommended that education stakeholders in learning institutions under investigation should pay due attentions to psychosocial factors as an imperative ingredient for intended academic achievements to be realized.
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Due to various factors freshman students are exposed to academic failures, which leaves a black spot on their mind and destroys their ardent hope and good expectations of parents. Bearing this in mind, the present study was conducted to identify the major factors that affect freshman students’ academic performance in Mai-Nefhi College of Science. A sample (N=155) of freshman students both with high and low GPA were recruited through stratified random sampling. A self-developed questionnaire was then distributed among freshman students. The data analysis employed descriptive statistics, Chi-square test of independence and multi-variable logistic regression model. Twenty-three covariates were tested for their effects on students’ academic performance. Based on the test of association, eight covariates were then selected for modeling multi-variable logistic regression. The tests of associations then indicated that demographic variables of marital status and responsibility at home had a...
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Springer Nature, 2024
The purpose of this study was to investigate the factors affecting female students' academic success in Ethiopian higher education. To clarify reliable data from the participants, the study used a descriptive survey. The investigation was carried out using a combination of methodologies. One hundred regular undergraduate female students were selected for the sample population using simple random sampling techniques, proportional sampling method, and stratified random sampling because the students were divided into heterogeneous colleges and departments. The methods for gathering data were a questionnaire and concentrated, targeted group discussions. Primary and secondary sources of information were reviewed in order to gather reliable data. The obtained data was sorted, tabulated, and looked for patterns under the distribution of percentages and frequencies using the descriptive method of analysis. The results of this research demonstrate multiple factors influencing female students' academic performance in higher education institutions, including those connected to the institution, families, individuals, and instructors. The conclusions urge the involvement of all stake holders in order to resolve this issue.
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This paper examined the influence of psychosocial factors on student’s academic performance. Self- administered questionnaire was applied as the method of data collection and a sample of 339 students’ from five faculties/schools in Potiskum College were chosen based on stratified and simple random sampling techniques to complete the survey. After analyzing the data collected, Person’s correlation coefficient reflected that, there was a positive and significant correlation between the all four variables: students’ attitudes towards lecturers, academic self-efficacy, students’-lecturers’ interaction and academic performance. Moreover, multiple regression analysis by using stepwise method was conducted to estimate the prediction power of the independent variables on the dependent variable. The finding indicated that only attitude and interaction could significantly predict students’ academic performance by R2=65.6%. Meaning academic self-efficacy failed to predict academic performance ...
Factors Affecting the Academic Performance by Habtamu Legese.pdf
Journal of Education and Practice, 2018
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Modes of admission and academic performance in Nigerian Universities
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1 The Deputy Vice Chancellor (Academic), University of Port Harcourt 2 The Acting Director, Academic Planning, Research and Control Unit, Office of the Vice-Chancellor, University of Port Harcourt 3 Department of Educational Psychology, Guidance and Counselling, Faculty of Education, university of Port Harcourt 4 Information and Communication Technology Centre, University of Port Harcourt *Corresponding Author’s E-mail: Kpolovie@gmail.com Tel: +2348088061666 With causal comparative ex-post facto design, this investigation comparatively analysed academic performance of graduates admitted through Unified Tertiary Matriculation Examination/Post Unified Tertiary Matriculation Examination (UTME/PUTME) and Preliminary Programmes (Certificate, Basic Studies and School of Science Laboratory Technology [SSLT]) in University of Port Harcourt. Nine research questions and hypotheses were postulated. A stratified random sampling technique was used to draw a sample of 1,200 from a population of 1...
International Journal of Modern Social Sciences, 2022
This research investigated the Relationship between Students Entry Qualifications and Academic Performance in Shehu Shagari College of Education, Sokoto-Nigeria. The design employed was correlational of a survey type. The total number of the population was (5,800) students and the sample selected was (361) students using Krejcie and Morgan (1979) table for determining sample size. The technique used for selecting respondents was stratified random sampling. A self-designed instrument for data collection titled 'Students Entry Qualifications Inventory (SEQI)' was employed. Pilot study was conducted and reliability index of 0.82 was obtained using Cronbach Alpha at 0.05 significance level. There are three research questions and three hypotheses. However, the data has been analysed using Pearson Product Moment Correlation (PPMC). It was found in the study that, there was no significant relationship between entry qualifications (WAEC, NECO, NABTEB) and students' academic performance in Shehu Shagari College of Education Sokoto. It was concluded therefore that, it is not in all cases that students' entry qualifications can be used to predict academic performance in tertiary institutions. Other factors such as age, work experience and participation in co-curricular activities at secondary level could be explored before admitting students.. The paper recommends that; students with good WAEC, NECO, and NABTEB results should be given admission into the Colleges of Education and adequate measures should be taken by WAEC, NECO and NABTEB in order to improve the quality of the items and in the area of continuous assessment. 1 INTRODUCTION In Nigeria's education system, priority is being given to qualification to secure an admission for basic, post-basic, and tertiary education. To encourage enrolment into schools in recent years, especially admission into tertiary institutions, entry procedure is made flexible to allow a wider range of candidates to pursue their higher education. The result of this comparative study on the effect of entry qualification toward academic performance will provide significant information to the academic management and academicians on the appropriate measures to improve academic performance of students regardless of their entry point qualification. Although predicting future performance from previous achievement is difficult, many researchers have concluded that entry qualification do predict success or otherwise in high education. Ogbonnaya, Okpurukara, Iheanacho, and Ndu, (2014) reported in their study involving 390 students from two basic nursing schools in Nigeria concluded that entry qualification
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