Comparative Analysis Of Education / Economics And Economics Students’ Pattern Of Carryover In Courses Between 2007-2010 In University Of Benin

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Comparative Analysis Of Education / Economics And Economics Students’ Pattern Of Carryover In Courses Between 2007-2010 In University Of Benin


Abstract


Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation or community depends largely on the quality of education of such a nation. It is generally believed that the basis for any true development must commence with the development of human resources. Formal education remains the vehicles for social-economic development and social mobilization in any society.

In recent times there has been a decline in the standard of education even at the University level, this has caused differential academic performance of student in the Universities across Nigeria. Academic performance has been described as the scholastic standing of a student at a given moment. This scholastic standing could be explained in terms of the grades obtained in a course or groups of courses, this is done after examination has been conducted.

This study looks at comparative analysis of Education/Economics and Economics students’ pattern of carryover in courses between 2007-2010 in University of Benin. Students get carryover in course when they fail the particular course of study that is when they get grade “Fâ€. Grade “F†is a carryover grade. The national University commission has generalized grading system for Nigerian Universities. The table below show this,
Table 1. GP as based on criteria established by the national Universities Commission (NUC) guidelines.


Chapter One


Introduction

1.1 Background to the Study

Several studies by Sociologist, Psychologists and Educationists showed that the type of courses a learner attends has profound influence on his academic achievement. For instance, Bibby and Peil (1974) noted that children who attended Economics students primary courses performed better than students in Economics education student courses. This view is also supported by Lioyd (1966) as he contended further that the Economics education student courses which saw education as good thing, tended to leave the question of educational success or failure in the hands of the Economics education student and their parents. This implies that the business of education is not taken with all the seriousness it demands in the Economics education student courses. This of course is what may be regarded as the general apathy of the citizenry to ’s owned business or property. A situation that has resulted in lackadaisical attitude of ’s workers, including teachers in the Economics education student courses tend to believe that an intelligent child would succeed automatically at course without any active assistance coming from them.
A study jointly carried out by the, UNICEF and UNESCO in 1977 to monitor the learning achievement of primary course students throughout the Federation, it was shown that most of the Economics students courses had means in the three areas tested higher than the national means and that of their Economics education student counterpart. Similarly, Yoloye (1998) while assessing the situation of education in Osun State, compared the quality of education in five states of the federation namely, Lagos, Ogun, Benin, Osun and Oyo. He compared performance between urban and rural courses; Economics students and Economics education student courses, as well as between male and female primary course students. He concluded that while Osun State comes last in almost all the sub-sector analyzed, the only cheering exception is in the Economics students courses where it performed better than other states and indeed exceeded the grand mean. He did not give reasons for low or high achievement.

The study therefore sought to find out if there is any difference in students’ academic attainment between Economics students and Economics education student in university of Benin. It also highlighted the causes of such differences in academic achievement between the Economics students and Economics education student courses and suggested measures to rectify the differences so discovered.


1.2 Statement of the Problem

However, there has been tremendous development in the educational sector of the state. New Economics education student and Economics students courses have been established to meet the educational demand of its citizenry (1st Edo state Education Summit, 2004). The researcher observed that there is unimpressive performance of students in university, the researcher therefore embarked on this study to find out whether there is actually any performance difference in academic performance and carry over of students.


1.3 Objectives of the Study

The objective of the study to find out weather significant difference exist between academic performance and carry over of Economics education student and Economics students Courses.

  1. What is the level of carryover in Economics education student in university?
  2. What is the level of carryover in Economics student in university?

1.4 Research Hypothesis

The following hypothesis was formulated and tested at 0.05 level of significant:

Ho1: There will be no statistically significant difference in the academic performance and carry over of students between Economics students and Economics education student in university of Benin in Edo state.

Ho2: There will be no significant difference in the academic performance and carry over of Economics students and Economics education student in university in rural area in Edo state.

Ho3: There will be no significance difference in the academic performance and carry over of male and female students in Economics education student in university of Benin.

Ho4: There will be no significance difference in the academic performance and carry over of male and female students in Economics student in university of Benin.


1.5 Significance of the Study

It is hoped that this study will provide information for parents, educators and course administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their course, which may consequently lead to enhancing students’ educational outcomes in course This study will also be significant because the findings will stimulate parents, course managers, teachers, students and the society’s awareness on the importance of conducive learning environment the findings of the study will also assist course administrators and curriculum planners to develop strategies that would reduce negative effects of poor learning environment on academic achievement of students in primary courses.

The findings of this study shall also be useful to course proprietors, course administrators and parents in understanding the influence of course environment on academic achievement of students in primary courses. This study will also be of importance to students themselves as it will be made known to them the effects of course environment on their academic achievement. Finally, the findings of the study will act as a reference point to other interested scholars interested in this area of research.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

The result obtained also revealed that students in Economics students University of Benin in rural areas performed better in Basic Science than their Economics education student counterpart. The result obtained also revealed that students in Economics students Secondary faculties in rural areas performed better in Basic Science than those in Economics education student in university of Benin in rural areas this is because majority 55% had credit pass in Economics students faculties whereas few 35% had credit pass in rural Economics education student faculties. Generally, students in rural areas had low performance when compared to those in urban faculties. The low level of students performances in rural Economics education student faculties might perhaps be attributed to what we can described as poor staffing in faculties.

Frequent withdrawal of children from faculty, truancy, the study also agrees with Oke(1992), Adeyemi (1998) and Onipede (2003) that Economics students faculties in rural areas perform better.

The result of the analysis had shown that male students in both Economics education student and Economics student in university of Benin in Edo state outperformed their female counterparts.

The result revealed a credit pass of 46.44% and 44.82% male and female students respectively. The result of this study is in line with those of Adhimabi and Heneveld(1995) who observed that male students outperformed the female students academically.

However, result of this study disagrees with the study of Yahaya (2005) who opined that gender analysis of performance is not on biological differences.

It is obvious from the results presented above, that students in the Economics student in university of Benin performed better than theircounterparts in the Economics education student faculties, lending credence to earlier study reported (Braun, Jenkins &Grigg, 2006; Lubienski & Lubienski, 2006; and Yoloye, 1988;). This of course could be attributed to a number of factors.


5.2 Conclusion

The study concludes that:

  1. Students in Economics student in university of Benin in urban areas in Edo state performed better than those in Economics education student University of Benin
  2. Students in Economics students University of Benin in rural areas performed
    better in University of Benin.
  3. Male students in Economics students faculties in BeninState performed better than female students.
  4. Male students in Economics education student in university of Benin in Edo state performed better than their fellow female students

5.3 Recommendation

Base on the findings of the study the following recommendation were made

  1. The state should provide opportunities for teachers and Science teachers of other subjects to attend seminars, service courses and workshops to avail them the opportunity of keeping abreast with effective and current methods of teaching to facilitate teaching in faculties.
  2. Qualified teachers with NCE, BSc (ed) must be employed to teach in faculties .
  3. The salary of teachers should be enhanced and science allowances paid promptly to encourage and motivate them to work hard.
  4. The use of internet and information communication technology (ICT) is strongly recommended for the teaching in Faculties, Economics students organizations and individuals concerned with the business of education should endeavor to address the obstacles hindering effective academic performance and carry over of students. This can be done by developing achievement motivation in students through achievement motivation training.
  5. There is the need for the recognition of individual differences in students and the need to deal with them accordingly. Counselors should provide the necessary assistance and psychological support for students from single parent family so as to overcome their emotional problems.
  6. There is also the need to keep enlightening the parents of the importance of the home structure on the life of children. This is necessary so that parents can understand the implications and consequences of parental separation and thus mobilize all resources to curtail the problems arising from the situation. Generally, there is need to combat the continuing declining state of education by providing more funds and materials for the up-liftment of our educational system.
  7. Finally, faculty counselors should be employed in institutions of learning and adequate supervision to be put in place to ensure provision of necessary guidance services to students.

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