Mode of entry as a predictor of success in final year bachelor of education degree examinations in universities in Ekiti and Ondo States, Nigeria

Abstract

This paper investigated the mode of entry as a predictor of success in final year bachelor of education degree examinations in universities in Ekiti and Ondo States, Nigeria. The study population comprised all the 1810 final year 400 level students in the two universities offering education courses namely University of Ado-Ekiti in Ekiti State and Adekunle Ajasin University in Ondo State, Nigeria. Out of this population, 760 final year 400 level students who scored cumulative grade point average of 3.50 and above in the final bachelor of education degree in 2007/2008 academic year in the two universities were selected for the study. The instrument used was an inventory while the data collected were analysed using percentages, correlation matrix and multiple regression. The finding revealed that the pre-degree mode of entry is the best predictor of success in the final year bachelor of education degree in the universities. Based on the findings, it was recommended that more emphasis should be given to the pre-degree mode of entry in the admission process into universities in the two States in a bid to achieve the goals of the National Policy on Education in providing the much needed qualitative education in Nigerian universities.

Entry Qualification and Academic Achievement of Direct Entry Students in the Faculty of Education, University of Benin, Nigeria

“…This, he opined, is based on their three years of educational experiences in the field of education. This study is also in line with the findings of Adeyemi (2009) and Akinoso et al (2016) who opined that NCE students have a more relevant knowledge base on which their university academic experiences are built. NCE students especially in the Faculty of Education have a strong foundation on their relevant courses enriched by their college of education programme.…”

“…However, the poor performance of university students is of more dire concern. Various researchers have argued that the quality of students admitted into these universities is a contributive factor to this predicament with several researchers positing that Direct Entry students perform better academically (Adeniyi, 2014: Ipaye, 2004: Kpolovie et al 2014; Adeyemi (2009). This would suggest that the admission process should focus more on selecting students with direct entry qualifications.…”

“…According to Adeyemi (2009), academic achievement means a measure of students' activities through examination within the context of a curriculum. That is, how an individual is able to demonstrate his or her intellectual abilities often observed through the individual's score in an examination.…”

The Effects of Total Quality Management as Teaching Innovation and Job Satisfaction on Academic Performance of Students in Pakistan

“…It is the ability to achieve positive difference in learners after taught. Jose (2009), andAdeyemi (2013) Competence refers to a behaviour, skills, and knowledge that is displayed with less problem by teacher in order to achieve the set goals and intended academic outcome. Therefore, the academic performance of students is used to measure the achievement of the school (Booth & Saunders, 2014;& Fox, 2014).…”