THE EFFECTS OF PRE-ENTRY QUALIFICATIONS ON STUDENTS PERFORMANCES
THE EFFECTS OF PRE-ENTRY QUALIFICATIONS ON STUDENTS PERFORMANCES
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Date
1980-09
Authors
JOSEPH, OLADIMEJI ADINLEWA
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Abstract
The topic of this research project is "THE
EFFECTS OF PRE-ENTRY QUALIFICATIONS ON STUDENTS PERFORMANCES:
A CASE STUDY OF STUDENTS OF EDUCATIONAL PLANNING AND ADMINISTRATION.
INSTITUTE OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA".
The three pre-entry qualification usually required for the
course were:-
(a) National Certificate in Education;
(b) Grade I Teachers' Certificate;
(c) Grade II Teachers' Certificate.
The researcher saw no justification in admitting these
three categories of students with varying educational backgrounds,
spending the same length of time for the same course. He thought there
would be great disparities in their academic performances
according to their degree of pre-entry qualifications. That
is, the higher the qualification of each student the greater
would be his her academic performances. These were the problems
of the researcher. He found out how each category of the
students with the above pre-entry qualifications performed
in the prescribed examinations for the award of Diploma Certificate
in Educational Administration and Planning.
Therefore, the researcher propounde.
three Null hypotheses that there would be no significant
differences in the academic performances of the three categories
of students. That is, they would perform equally.
After the review of some vital literature, the researcher
chose nine academic sessions, starting from October 1970 to
July 1979, as his sampling frame. Out of these nine academic
sessions, he randomly selected three academic sessions, of
1972/1973, 1973/1974 and 1976/1977 for his detailed study.
The researcher used "THE NON-SURVEY TECHNIQUES APPROACH" of
research. He used Educational Institutional records of the
randomly selected academic sections mentioned above.
The analysis and the findings of the study revealed that
the mean (63.6%) of academic performances of students with National
Certificate in Education was the highest. This was followed
by the mean (61.6% of academic performances of students with
Grade I Teachers' Certificate as their pre-entry qualification.
But the students with Grade II Teachers' Certificate as their
pre-entry qualification obtained a mean of 57.8%.
The researcher went further to test the results
statistically by using the significane of the difference
between means and the t-test of significance at the level
t - 0.05. All the three hypotheses for the research were
rejected except hypotheses one. This showed that there was no
significant differences in the performances of students with
N.C.E. and Grade I Teachers Certificate. But hypotheses two
gnd three showed significant differences in their academic
performance.
The researcher, however, found out through the observation
and close examination of the results for the three academic
sessions that the mean performances of the three categories of
students did not hold for individual academic sessions and
individual students. For instance, in 1972/73 academic
session, students with Grade I Teachers' Certificate as their
pre-entry qualification obtained the highest mean score percent
of 70. But in the next two randomly selected academic sessions
of 1973/74 and 1976/77, students with National Certificate in
Education took the lend by scoring the highest mean grades
of 65% and 58% respectively.
It is interesting to note in the academic session of
1976/77 that students with Grade II Teachers' certificate as
their pre-entry qualification performed better than students
with Grade I Teachers'1 Certificate as their pre-entry qualification
by obtaining mean score of 57%, while the other category
of students obtained mean score of 56%.
Considering individual students, it was also revealed that
some students with Grade II Teachers' Certificate as their preentry
quailfication performed better than some students with
both National Certificate in Education and Grade I Teachers'
Certificate aa their pre-entry qualifications. There were some
students with Grade I Teachers' Certificate who performed better
than some students with National Certificate in Education as
their pre-entry qualification. (See the appedices III-V for
detail results of the students).
In conclusion, the mean score percent for the three selected
academic sessions, the significance of the difference between
means and the t-test of significance proved students with
Nationcl Certificate in Education as the best. This was
followed by students with Grade I Teachers Certificate as
their pre-entry qualification, while students with Grade II
Teachers' Certificate as their pre-entry qualification came
last. But these results did not hold when the researcher
considered the performances of the students session by
session and student by student.
The resenrcher, therefore, recommended thrt the three
categories of students should be admitted for the course.
Description
A RESEARCH PROJECT SUBMITTED IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF EDUCATION
IN
EDUCATIONAL PLANNING AND ADMINISTRATION
DEPARTMENT OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA
SEPTEMBER, 1980
Keywords
PRE-ENTRY,, QUALIFICATIONS,, STUDENTS PERFORMANCES