Entry Qualification And Academics Performance Among Business Education Student: A Case Study Of Federal College Of Education (Tech) Gombe

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Entry Qualification And Academics Performance Among Business Education Student: A Case Study Of Federal College Of Education (Tech) Gombe


Abstract


This study was carried out on entry qualification and academics performance among business education student using federal college of education (Tech) Gombe, as a case study.. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of business education students in federal college of education (Tech) Gombe. In determining the sample size, the researcher purposefully selected 160 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. The result of there is any relationship between entry qualification and academic performance. Furthermore, the study revealed that entry qualifications to high extent predict academic performance among business education students in Federal College Of Education (Tech) Gombe. Therefore, relevant regulatory bodies should ensure that prospective student get credit passes in all the basic sciences as part of the requirements for admission. And other factors for instance working experience, age and past academic performances other than entry qualification should form part of admission criteria. To mention but a few.


Table of Content


Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Significance of the Study
  • 1.6 Scope of the Study
  • 1.7 Limitation of the Study
  • 1.8 Definition of Terms
  • 1.9 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE 

Chapter One


Introduction

1.1 Background of the Study

Higher education is very crucial for the socio-economic and technological development of any country. It provides the skilled manpower needed to transform the resources within that country into wealth (Chathuranga 2016). Quality of the graduates of an educational institution including universities is considered the most important indicator of its quality. On the basis of systems approach, input and output model, it is believed that better quality input students will perform better in terms of learning and achievement. Therefore, universities lay stress on taking those students who could perform better in relevant degree programs. For that purpose universities set certain criteria of admissions. Most common are the aptitude tests, standardized tests, and entry qualification scores, aggregate of previous academic performance scores, interviews or a combination of any or some of these. Purpose of all these criteria is to get a good input in the form students who could perform better. Teacher educators and researchers across the globe have been keen to identify the factors that predict the achievement of the students in different degree programs (e.g. see, Durotolu, 1994; Hijazi & Naqvi, 2006; Jayanthi, Balakrishnan, Ching, Abdul-Latif, & Nasirudeen, 2014; and Kasworm & Pike, 1994).

Many researchers have found significant positive correlation between the school academic performance/entry qualification and tertiary level scores of students. For example, Ogbonnaya, Okpuruka, Iheanacho, and Ndu (2014) studied the correlation between the entry qualification and academic performance of university students and found a positive significant relationship between the two scores. Kapinga and Amani (2016) studied the correlation of entry qualifications and students’ academic performance in undergraduate study programs in Tanzania and found a significant positive correlation between the two. Chathuranga (2016) studied the previous academic qualification scores of students and their university Cumulative Grade Point Average (CGPA) in Srilankan context. This study did not find any correlation between the scores of primary level and university CGPA but it did find a significant positive correlation between O-level and A-level examination scores with university CGPA. Cyrenne and Chan (2010) studied the high school grades of students and their university performance in one university in Canada and found significant correlation between the two variables. Zwick (2013) in education testing service (ETS) report on high school grades and SAT tests in predicting students’ achievement at tertiary level, illustrated three large scale studies carried out in US. It was noticed that high school grade point average scores of students were predicting (R2) 13% to 21% while SAT scores of students were predicting only 12-13% of their achievement at tertiary level. Combining the two types of tests i.e. high school grades and SAT scores showed prediction value of 21%-22%. Entry levels qualification is also necessary for Business Education students.

Business education is a widely given high scores on the agenda of many governments. Such governments depend on the development of entrepreneurship through business education as the major source for their economic prosperity, growth and development. It is a kind of new concept which signifies not only quality education but also pay attention to the development of an individual practical ability and competency of students. It is also described as a new method of teaching that promotes students innovative spirit, skills and attitudes which consequently make them after graduation to suitable career and become professional business creator, Ekwue, Udemba, & Ojuro, (2019) concluded. Hence this study seeks to entry qualifications into Business Education affects students academic performance.


1.2 Statement of the Problem

Ali, Haider, Munir, Khan, and Ahmed (2013) studied the factors contributing towards academic performance of students at a Pakistani university. They did not find any correlation between the previous academic scores and degree qualification scores. However, they found the role of demographic variables as significant contributors toward academic performance.

A number of studies on the relationship between entry qualification and academic performance indicate that students with high entry qualification scores often perform better than those with low entry qualification scores (Adedeji, 2001; Aderson, Benjamin & Fuss, 1994; Alias & Zain, 2006; Zezekwa & Mudavanhu, 2011).
The above-cited literature showed some inconsistency in the correlation of entry academic qualifications and academic achievement scores of students. In this study the researcher intends to find out how entry qualification affects academics performance among business education students: using the Federal College Of Education (Tech) Gombe as a case study.


1.3 Objectives of the Study

The main purpose of this study is to examine entry qualification and academic performance among business education students: a case study of Federal College Of Education (Tech) Gombe. Specifically, other objectives of this study are:

  1. To find out whether there is any relationship between entry qualification and academic performance.
  2. To find out the extent entry qualifications predict academic performance among business education students in Federal College Of Education (Tech) Gombe.
  3. To find out whether students with different levels of entry qualification scores perform differently in business education in Federal College Of Education (Tech) Gombe.
  4. To find out whether entry qualification scores affects academic performance among business education students in Federal College Of Education (Tech) Gombe.

1.4 Research Questions

The following questions will be answered in this study:

  1. Is there any relationship between entry qualification and academic performance?
  2. To what extent can entry qualifications predict academic performance among business education students in Federal College Of Education (Tech) Gombe?
  3. Do students with different levels of entry qualification scores perform differently in business education in Federal College Of Education (Tech) Gombe?
  4. Does entry qualification scores affects academic performance among business education students in Federal College Of Education (Tech) Gombe?

1.5 Significance of the Study

The results of this research are significant in predicting the student performance based on their entry qualifications. Other studies may be conducted based on the recommendations of this research to expand the empirical evidence on students’ achievement in distance learning education. This research can be important for the university administration for revisiting admission policy. It may also suggest providing individualized support to students with different academic performance backgrounds.


1.6 Scope of the Study

This study is focused on entry qualification and academic performance among business education students: a case study of Federal College Of Education (Tech) Gombe. Specifically, this study is focused on finding out whether there is any relationship between entry qualification and academic performance, finding out the extent entry qualifications predict academic performance among business education students in Federal College Of Education (Tech) Gombe, finding out whether students with different levels of entry qualification scores perform differently in business education in Federal College Of Education (Tech) Gombe and finding out whether entry qualification scores affects academic performance among business education students in Federal College Of Education (Tech) Gombe.

Selected business education students in Federal College Of Education (Tech) Gombe will be the respondents of this study.


1.7 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.8 Definition of Terms

Business Education:

Business education is a branch of education that involves teaching the skills and operations of the business industry. This field of education occurs at multiple levels, including secondary and higher education institutes.

Academic Performance:

The extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings into entry qualification and academics performance among business education student using federal college of education (Tech) Gombe, as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine entry qualification and academics performance among business education student using federal college of education (Tech) Gombe, as a case study. The study specifically was set find out whether there is any relationship between entry qualification and academic performance; find out the extent entry qualifications predict academic performance among business education students in Federal College Of Education (Tech) Gombe, find out whether students with different levels of entry qualification scores perform differently in business education in Federal College Of Education (Tech) Gombe, and find out whether entry qualification scores affects academic performance among business education students in Federal College Of Education (Tech) Gombe.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 141 responses were validated from the enrolled participants where all respondents are business education students in Federal College Of Education (Tech) Gombe.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. There is any relationship between entry qualification and academic performance.
  2. Entry qualifications to high extent predict academic performance among business education students in Federal College Of Education (Tech) Gombe.
  3. Students with different levels of entry qualification scores perform differently in business education in Federal College Of Education (Tech) Gombe.
  4. Entry qualification scores affects academic performance among business education students in Federal College Of Education (Tech) Gombe.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. There is need to identify the previous mode of education of students and then to compare their correlations and predictions in different disciplines. That correlation comparison should be based on two patterns i.e. a) students who had previous education in regular setup—their correlations with their different degree programs and b) students who had previous qualifications through distance education—their correlation with their performance in different degree programs at. Identifying the correlations and predictions on such patterns may help the university in any reconsideration of the admission policy.
  2. Relevant regulatory bodies should ensure that prospective student get credit passes in all the basic sciences as part of the requirements for admission.
  3. Other factors for instance working experience, age and past academic performances other than entry qualification should form part of admission criteria.

Entry Qualification And Academics Performance Among Business Education Student: A Case Study Of Federal College Of Education (Tech) Gombe


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