Timely Release Of Result And Academic Performance Of Student In Business Education

Timely Release Of Result And Academic Performance Of Student In Business Education

Abstract

The research provides an appraisal of timely release of result and its effect on academic performance of student in business education. It appraises the nature of academic result and determines the importance of its timely release. It Stresses the effect on students academic performance and as measure for corrective and early preparation of studies .The research is particularly important as it provide an assessment guide to both students and teachers alike on the significance of timely release of academic result.

Chapter One

Introduction

1.1 Background of the Study

Academic result serves as feedback on the assessment of student’s performance on subject or course examination. Feedback that is both affirming and corrective is necessary for people to learn. Defined as information on the results of one’s efforts, feedback that is clear, specific and timely motivates students to improve. Since feedback is most often connected to grading that follows assigned work or assessment activities say that grading “…encompasses tailoring the test or assignment to the learning goals of the course…offering feedback so students can develop as thinkers and writers, communicating about students’ learning to appropriate audiences, and using results to plan improvements in the classroom…” Thus assessment provides feedback for both learners and teachers. Conversely, the absence of prompt useful feedback reduces interest in learning. When instructors provide students with prompt feedback followed by discussion of incorrect responses, they are using one of the most powerful predictors of positive student outcomes. Walberg’s meta-analysis of studies of educational interventions that had the greatest impact on student achievement in K-12 classrooms, found that instruction that incorporated feedback and correctives was one of most potent A few years later, higher education began focusing on giving prompt feedback as one of its “Seven principles for good practice in undergraduate education” . The authors explain, “Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses”. Most recently, study of the human brain suggests that we are biologically wired to seek and use feedback.

It is imperative to note that If students are to benefit from feedback, it must not only be timely and frequent, but also useful for improving performance by addressing three areas: what students did well, what students need to improve on, and how to make this improvement. Feedback can take a variety of forms: formative,summative, individual, group, written, coded comments, and charts and rubrics of essential characteristics of assignments. Although giving detailed feedback is important, it may be even more important to give it in a timely manner . However it is pertinent as well toencourage students to carefully read and use feedback.The research intends to provide analysis of timely release of result and its effect on academic performance of student in business education.
Samuel (2015) said that to experience the real excitement of success, one must experience bitterness of failure for once, and from our errors we can learn more than learning from our success, and this does not mean that human deliberately fail to succeed, no one accepts that. On the contrary, we should look at failed experiences positively after going through them, to draw the required experiences for success then to invest failure in order to succeed and changing it from a painful memory to a situation providing us with the benefits and experiences throughout our lives. Human beings are eager to success and achievement in their scientific and practical lives at all levels, but lasting success cannot be achieved constantly because human rely on trying in their lives, and the consequences of this attempt is failing sometimes. Failure does not mean giving up as long as it would not be the last objective in a person’s life, but it becomes a motivation for success and a ladder to climb and moving towards the best to achieve the goals and objectives. In fact, failure is always associated with frustration and fear because of its relation to punishment from others which takes a form of disrespect, rebuke and punishment either physical or moral like, beatings and neglecting. Though, the fear of failure, committing mistakes, permanent feeling of guilt and not trying to succeed are the failure itself.

Education is a very important human activity. It helps any society fashion and model individuals to function well in their environment. According to Boit, Njoki and Chang’ach (2012), the purpose of education is to equip the citizenry to reshape their society and eliminate inequality. In particular, secondary education is an important sector in national and individual development. It plays a vital role in creating a country’s human resource base at a level higher than primary education (Achoka, Odebero, Maiyo&Mualuko, 2007). The vital role played by secondary education may partly explain the Kenyan government decision to introduce free tuition in public secondary schools in order to increase its demand (Ohba, 2009). Provision of quality secondary education is therefore important in generating the opportunities and benefits of social and economic development (Onsumu, Muthaka, Ngware & Kosembei, 2006). One of the indicators of quality of education being provided is cognitive achievement of learners (United Nations Educational, Scientific and Cultural Organization, [UNESCO], 2005). According to Adediwura and Tayo (2007), academic achievement is designated by test and examination scores or marks assigned by the subject teachers. It could also be said to be any expression used to represent students’ scholastic standing. Levin, Wasanga and Somerset (2011) reported that the academic achievement of students at secondary school level is not only a pointer of the effectiveness of schools but also a major determinant of the well-being of youths in particular and the nation in general. Yusuf and Adigun (2010); Lydiah and Nasongo (2009) noted that the performance of students in any academic task has always been of special interest to the government, educators, parents and society at large. Odhiambo (2005) contends that there is a growing demand from the Kenyan government and the public for teacher accountability. Schools are commonly evaluated using students’ achievement data (Heck, 2009). Teachers cannot be dissociated from the schools they teach and academic results of schools. It would therefore be logical to use standardized students’ assessments results as the basis for judging the performance of teachers. Teachers celebrate and are rewarded when their schools and teaching subjects are highly ranked. In Chile, for instance, teachers are rewarded collectively when they work in schools which are identified as high-performing by the National Performance Evaluation System of Subsidized Schools (Organization for Economic Cooperation and Development, 2005). In Kenya teachers who excel in their teaching subjects are rewarded during open education day held annually in every district (Cherongis, 2010). While appreciating the value of rewarding teachers who produce better results, teachers should also not escape a portion of blame when students perform poorly. It has been proved that teachers have an important influence on students’ academic achievement. They play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students (Afe, 2001). In their study, Wright, Horn and Sanders (1997) concluded that the most important factor influencing student learning is the teacher. Teachers stand in the interface of the transmission of knowledge, values and skills in the learning process. If the teacher is ineffective, students under the teacher’s tutelage will achieve inadequate progress academically. This is regardless of how similar or different the students are in terms of individual potential in academic achievement. According to Rivkin, Hanusheck and Kain (2005), there has never been consensus on the specific teacher factors that influence students’ academic achievement. Researchers have examined the influence of teacher characteristics such as gender, educational qualifications and teaching experience on students’ academic achievement with varied findings. Akiri and Ugborugbo (2008) found that there was a significant relationship between teachers’ gender and students’ academic achievement. This is contrary to Dee cited in Akiri and Ugborugbo (2008). Yala and Wanjohi (2011) and Adeyemi (2010) found that teachers’ experience and educational qualifications were the prime predictors of students’ academic achievement. However, Ravkin et al (2005) found that teachers’ teaching experience and educational qualifications were not significantly related to students’ achievement. Etsy (2005) study in Ghana found that the teacher factors that significantly contributed to low academic achievement were incidences of lateness to school, incidences of absenteeism, and inability to complete the syllabi. Oredein and Oloyede (2007) concluded that teacher management of homework and assignments given to students have an impact on student achievement especially when it is well explained, motivational, corrected and reviewed during class time and used as an occasion for feedback to students.

1.2 Statement of the Problem

Timely release of academic result has incessantly been an issue of concern not only to students but to the larger academic society.Delay in the release of result reduces the moral of students and overall academic performance.The problem confronting this research is to determine timely release of result and academic performance of students in business education

1.3 Objective of the Study

This study was conducted with the following objectives:

1. To examine the impact of timely release of results on academic performance in business education in College of education Zuba.
2. To appraise the nature of academic results.
3. To identify the benefits obtained from timely release of academic results

1.4 Research Hypotheses

Hypotheses One

• Ho: Academic performance of students in business education is low
• Hi: Academic performance of students in business education is high

Hypotheses Two

• Ho: The effect of timely release of result on the performance of students is low
• Hi: The effect of timely release of result on the performance of students is high

1.5 Significance of the Study

It is hoped that the finding of this project work will not only add to the vast knowledge about the research shall highlight the effect of timely release of result on the academic performance of students in business education. It’s also designed to highlight the function of the media and more importantly how social media has impacted the generality of students. It will also be useful to educators and it shall provide a source of information for students, teachers, lecturers, and academicians.

1.6 Scope and Limitation of the Study

This research focuses on the appraisal of timely release of result and its effect on the performance of students in business education, in the zubaColllege of education.The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following.

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

1.7 Definition of Terms

Result Defined:

Academic result serves as feedback on the assessment of student’s performance on subject or course examination. Feedback that is both affirming and corrective is necessary for people to learn. Defined as information on the results of one’s efforts, feedback that is clear, specific and timely motivates students to improve

Performance Defined:

The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed.

Academic Performance:

This is the accomplishment of academic task against preset known standards of accuracy, completeness, cost, and speed.

1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

• Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
• Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
• Chapter three deals on the research design and methodology adopted in the study.
• Chapter four concentrate on the data collection and analysis and presentation of finding.
• Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain a critical analysis of timely release of results and academic performance of students in business education.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of timely release of results and academic performance of students in business education.

5.2 Summary

This study aimed at having a critical analysis timely release of results and academic performance of students in business education.

The research provides an appraisal of timely release of result and its effect on academic performance of student in business education a case study of Zuba College of education, Abuja. It appraises the nature of academic result and determines the importance of its timely release. It stresses the effect on student’s academic performance and as measure for corrective and early preparation of studies. The research is particularly important as it provide an assessment guide to both students and teachers alike on the significance of timely release of academic result.

5.3 Conclusion and Recommendation

Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.

1. That academic performance of students in business education is high
2. That the effect of timely release of result on the performance of students is high

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