ENTRY QUALIFICATIONS AND STUDENTS' ACADEMIC PERFORMANCES IN MATHEMATICS AND SCIENCE: A CASE STUDY OF THE COLLEGE OF ADVANCED STUDIES, ZARIA, NIGERIA
ENTRY QUALIFICATIONS AND STUDENTS' ACADEMIC PERFORMANCES IN MATHEMATICS AND SCIENCE: A CASE STUDY OF THE COLLEGE OF ADVANCED STUDIES, ZARIA, NIGERIA
No Thumbnail Available
Date
1986-06
Authors
EMMANUEL, IJENKELI OKWU
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study was aimed at finding the relationship
between entry qualifications and students' academic
performance in various science subjects offered' for the
I.J.M.B. examinations by students. The study used the
year I sessional and year II (I.J.M.B.) examination
results of the 1983/814. science intake of the College of
Advanced Studies, Zaria. The subjects covered by the
study included: Biology, Chemistry, Geography, Mathematics
and Physics. In each subject there were two groups of
students, (i) those with !0' level credits in the subject
and (ii) those without ' 0' level credits in the subject.
The academic performance of these two groups of students
were compared for each subject in the sessional and
I.J.M.B. examinations. The proportion of students in each
of the two groups, who passed the examinations in the
subject were also compared.
To investigate the effect of 'O' level mathematics
achievement on students' academic performance, a comparison
was also made between the academic performance of students
with and without '0' level mathematics credits. The
subjects covered in this part of the study included
Biology, Chemistry, Geography and Physics. In the final
part of the study, the correlation between the sessional
and I.J.M.B. results in each subject was investigated.
Findings from the study.showed that in the year I
sessional examinations, the students with '0' level credits
in their subjects performed significantly better than
the others, in all the subjects except Chemistry, In
Chemistry no significant difference was observed. In the
I.J.M.B. examinations there was no significant difference
between the performance of the two groups. In the
sessional examinations, significantly greater proportion
of students with '0' level credits, passed in each subject
except Chemistry, In Chemistry no significant difference
was observed between the proportion of students with or
without '0' level credits who succeeded in the Chemistry
examinations. In the I.J.M.B. examinations no significant
difference was observed between the proportion of the two
groups of students who passed in Chemistry, Mathematics and
Physics. In Biology and Geography, significantly greater
proportions of those with '0' level credits in their subjects
passed in the I.J.M.B. examinations.
For Biology, Chemistry and Geography, no significant
difference was observed between the academic performance
of those with or without '0' level mathematics credits, in
the sessional examinations. In Physics those with '0'
level mathematics credits performed significantly better
than the others. In the I.J.M.B. examinations, there was
no significant difference between the academic performance
of those with or without '0' level athematics credits,
for all the four subjects. Significant positive correlations
were found between the sessional and I.J.M.B. results in all
the subjects except Geography.
Description
A Thesis submitted to the Postgraduate
School, Ahmadu Bello University, in
partial fulfilment of the requirements
for the degree of:
MASTER CF EDUCATION
Department of Education,
Faculty of Education,
Ahmadu Bello University, Zeria.
Keywords
ENTRY,, QUALIFICATIONS,, STUDENTS,, ACADEMIC,, PERFORMANCES,, MATHEMATICS,, SCIENCE,, COLLEGE,, ADVANCED,, STUDIES,, ZARIA,, NIGERIA