Selection criteria for entry into the medical programme of nigerian universities: the efficacy of combining school certificate results with jamb scores in selection of candidates into the ogbomosho medical school

Afolabi, A.O.; Mabayoje, V. O.; Togun, V.A; Oyadeyi, A.S

doi:10.4314/ajbr.v10i3.50632

Cited by 3 publications

(6 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our finding about lack of significant association between UME and undergraduate performance is consistent with similar studies (Afolabi et al, 2007;Adeniyi et al, 2010) conducted in other universities within Nigeria, but contradicts with others (Afolabi et al, 2007a;Ajaja, 2010;Osakuade, 2011;Igwe and Adiku, 2012). This contradiction is probably because these studies investigated students from only one programme (Afolabi et al, 2007a) or one department (Ajaja, 2010; Igwe and Adiku, 2012) and did not correct for gender (Afolabi et al, 2007a;Ajaja, 2010;Osakuade, 2011;Igwe and Adiku, 2012 Oyebola, 2006;Obioma and Salau, 2007;Afolabi et al, 2007;Adeniyi et al, 2010). This could be explained by the fact that these groups, as noted before, investigated only one programme of study or did not correct for gender.…”

Section: Discussionsupporting

confidence: 81%

“…CGPA (Adeyemo and Gbemisola, 2006, Afolabi et al, 2007, 2007aAdeniyi et al, 2010) or final year CGPA (Bamidele and Odusola, 2006;Obioma and Salau, 2007). However, we used both the first and final year CGPA, which enabled us to see if the association between the entrance exams and academic performances in the University stayed the same in the first or final year.…”

Section: Strengths and Weaknesses Of The Studymentioning

confidence: 99%

“…In Nigeria before 1978, the criteria for admission from secondary school to university varied from one university to the other, which caused admission to be determined by each university (Asein and Lawal, 2007 (Afolabi et al, 2007, Adeniyi et al, 2010 but found association between post-UME and performance (Ajaja, 2010, Osakuade, 2011. However, some studies have reported that UME is a good predictor of performance (Afolabi et al, 2007a;Ajaja, 2010; Osakuade, 2011; Igwe and Adiku, 2012 (Oyebola, 2006, Obioma and Salau, 2007, Afolabi et al, 2007, Adeniyi et al, 2010.…”

Section: Introductionmentioning

confidence: 99%

“…Most of the existing studies have limitations in that they either investigated students' performances in only one academic session (Oyebola, 2006, Afolabi et al, 2007, 2007aIgwe and Adiku, 2012) or focused on one degree programme/ department (Omigbodun and Omigbodun, 2003;Bamidele andOdusola, 2006, Yates andJames, 2006;Afolabi et al, 2007Afolabi et al, , 2007aAdeniyi et al, 2010). Additionally, most of the studies did not adjust for gender in their analyses although gender has been considered to be a predictor of undergraduate academic performance (Omigbodun andOmigbodun, 2003, Bamidele andOdusola, 2006 Some previous studies measured university academic performance using the first year CGPA (Adeyemo and Gbemisola, 2006, Afolabi et al, 2007, 2007a, Adeniyi et al, 2010 while others used the final year CGPA (Bamidele and Odusola, 2006;Obioma and Salau, 2007). As noted before, the researchers in the current study used both the first and final year CGPA as measures of university academic performance.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Comparative analysis of university matriculation examination and post university matriculation examination admission models in Lagos State University

Aribisala¹,

Dosunmu²,

Akanbi³

et al. 2019

Eth J Sci & Technol

View full text Add to dashboard Cite

There have been issues about the predictive power of the University Matriculation Examination (UME) and most Nigerian universities now conduct an additional screening examination called the post-UME. Some have reported that post-UME is a better predictor of students' performances than the UME while others have the contrary. Hence, it is still not clear whether post-UME is better than UME. To examine this issue further, the researchers modelled association between entrance exam and academic performance measured by Cumulative Grade Point Average (CGPA) of 381 students who were admitted to eight undergraduate programmes at Lagos State University. Regression analysis showed that UME (standardized β: first year =-0.06, p = 0.214; final year =-0.06, p = 0.217) and General Certificate Ordinary Level, O/L (β: first year = 0.03, p =0.591; final year = 0.02, p = 0.727) were not significantly related to CGPA. However post-UME was significantly associated with CGPA (β: first year = 0.36, p < 0.001; final year = 0.37, p<0.001). Post-UME explained 12.75% and 13.58% variations in the first and final year CGPA respectively. The model that included both post-UME and O/L in the same model showed that they jointly explained 13.07% and 13.81% variations in the first and final year performances respectively Similar results were obtained when UME was added to the model. It was found that post-UME is a better predictor of students' performances than UME, and the combined O/L and post-UME is no different from the combined O/L, UME and post-UME or post-UME only. The results suggest that admission criteria should be based largely on post-UME.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Strengths and Weaknesses Of The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Comparative analysis of university matriculation examination and post university matriculation examination admission models in Lagos State University

Aribisala¹,

Dosunmu²,

Akanbi³

et al. 2019

Eth J Sci & Technol

View full text Add to dashboard Cite

show abstract

“…Nigeria adopted centralized university admission through the establishment of the Joint Admission and Matriculation Board (JAMB) administered by individual universities. The validity of these selection processes were studied by several authors who independently concluded that the combination of UTME and SSCE effectively predicted academic success in the first two years of medical education, and that the school's certificate 45,46 scores were better predictors of success.…”

Section: Sub-saharan Africa (Kenya Nigeria and South Africa)mentioning

confidence: 99%

Medical School Admissions: A Review of Global Practices, Predictive Validity, and Practice Points for Africa.

Ezeala

Shaikh³

et al. 2020

MJZ

View full text Add to dashboard Cite

Background: Processes for selection of candidates into medical schools vary globally. Knowledge of the predictive validity of a selection method is important for policy revision. Aim: To survey the practices used by medical schools to select students and their predictive validity. Methods: Search terms developed from the research problem were used to search Google Scholar, PubMed, and Educational Resources Information Centre (ERIC). These were “medical school,” “predictive validity,” “success,” “academic achievement” “admission criteria,” and “student selection.” Retrieved articles were screened for relevance and sorted according to countries of publication. Authors narratively reviewed the articles from each country and collated the findings. Best practices were recommended for African-based medical schools. Results: Articles retrieved from 14 countries were included in the review. USA, Canada, UK, Australia, and New Zealand operate centralized medical school admission programs and administer nation-wide admission tests. These tests cover cognitive and non-cognitive domains. The validity of these tests in predicting medical school success were extensively studied and reported. Other countries do not operate centralized medical school admission programs. Most of these rely on cognitive excellence to select students. Few reports are available on the validity of selection practices in Africa. Most rely on cognitive excellence which highly predicted academic success during preclinical studies. Predictivity decreased during clinical phases and non-cognitive variables became better predictors of success. Conclusion: Medical school admission processes should consider cognitive and non-cognitive factors. With non-cognitive factors, candidates with right attitudes are selected. African countries should align their practices to that of Western countries.

show abstract

Assessing the impact of Ordinary Level Grades on the Cumulative Grade Point Average of First Year University Students (A Factorial Design Approach)

Nuga,

Adekola,

Abdulhamid

2024

East Afr. j. educ. stud.

View full text Add to dashboard Cite

The purpose of this work is to model the Cumulative Grade Point Average (CGPA) of first year engineering students of a private university in southwestern Nigeria using the Ordinary level (O’ level) grades in mathematics, physics, and chemistry as factors. The choice of the three subjects was due to the fact that virtually all the courses taken in first year by engineering students require a solid background in these three subjects. Duplicate samples were randomly selected from a population stratified into all possible factor levels The O’ level grades were converted to scaled variables (as typically done in factorial design) and used as the model matrix of six levels of a three-factorial design. Three orthogonal statistical models were fitted namely; first order, interaction and response surface models using the Ordinary Least Squares (OLS) Estimators. The model of best fit was identified and used to obtain the combination of ordinary level grades that maximized and minimized first year CGPA. The results showed that the three models were statistically significant with each having p-value < 0.001. Response Surface Model provided a better fit in terms of the R^2=47.0% and the RMSE =0.320. The combination of grades that maximizes and minimizes first year CGPA were A1 in all the three subjects and A2 in mathematics, C6 in physics and chemistry, respectively. The results of this work suggested that a large percentage of extraneous factors is affecting the CGPA of first year engineering students in this university due to the relatively small values of the coefficient of determination returned by the three models

show abstract

Selection criteria for entry into the medical programme of nigerian universities: the efficacy of combining school certificate results with jamb scores in selection of candidates into the ogbomosho medical school

Abstract: ABSTRACT

Cited by 3 publications

References 9 publications

Comparative analysis of university matriculation examination and post university matriculation examination admission models in Lagos State University

Comparative analysis of university matriculation examination and post university matriculation examination admission models in Lagos State University

Medical School Admissions: A Review of Global Practices, Predictive Validity, and Practice Points for Africa.

Assessing the impact of Ordinary Level Grades on the Cumulative Grade Point Average of First Year University Students (A Factorial Design Approach)

Contact Info

Product

Resources

About