KOFORIDUA POLYTECHNIC

FACULTY OF BUSINESS AND MANAGEMENT STUDIES

RESEARCH TOPIC

“ASSESSING THE IMPACT OF STUDENT POLITICS ON ACADEMIC PERFORMANCE

AMONG STUDENT LEADERS – A CASE STUDY OF KOFORIDUA POLYTECHNIC”

A DISSERTATION PRESENTED TO KOFORIDUA POLYTECHNIC, IN PARTIAL

FULFILLMENT FOR THE AWARD OF HIGHER NATIONAL DIPLOMA

BY

GYAMERAH, DEBORAH ASIEDUA (04/2013/1326D)

OFORI, BENJAMIN (04/2013/1354D)

AFOTEY, A. ABRAHAM (04/2013/1293D)

TETTEH, GIDEON NSIAH (04/2013/1371D)

AGYEIWAA, LINDA (04/2013/1294D)

DECEMBER, 2014

COURSE LECTURER: JAMAL MOHAMMED

DEDICATION

This research work is dedicated to the almighty God for guiding

and protecting us throughout the period of research and finally

to our families for financing this research.

ACKNOWLEDGEMENT

We will like to express our sincere and profound gratitude to the

almighty God with whom all things are possible, for guiding and

protecting us through the period of undertaking this research

work.

Our sincere and greatest thanks go to Mr. Jamal Mohammed,

Research Lecturer, Koforidua Polytechnic for the research topic,

guidance and encouragements.

Our appreciation also goes to staff, student leaders and student

whose efforts helped us to get the right personnel to administer

our questionnaire.

DECLARATION

We hereby declare that this research is the result of our own

original research and that no part of it has been presented for

another certificate in this Institution or elsewhere.

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(Students Name)(Date)

CERTIFICATION

I hereby certify that this research work was supervised in

accordance with the guidelines of supervision of research works

laid down by the polytechnic.

GYAMERAH, DEBORAH ASIEDUA

OFORI, BENJAMIN

AFOTEY, A. ABRAHAM

TETTEH, GIDEON NSIAH

AGYEIWAA LINDA

………………………… ………………………………

(Supervisor’s name) (Date)

ABSTRACT

The purpose of this study was to determine the extent to which

student politics affects academic performance amongst student

leaders in Koforidua Polytechnic.

Specifically, the study was interested in evaluating the impact

of student politics on academic performance amongst student

leaders in Koforidua Polytechnic. The research was guided by the

following specific objectives;

• To determine the factors that influence students to take up

leadership positions.

• To ascertain student leaders performance academically.

• To explain the relationship between politics and

performance.

• To determine degree to which students politics have either a

positive or negative effect on academic performance.

• To provide recommendation on how the problems can be solved.

We also gathered that student leaders were more interested in

serving their fellow students instead of being lord over them.

A questionnaire based on student leadership role was used to

collect data. Predictive Analysis Software (PASW) was used to

analyze the data. Regression and correlation statistical tools

were used to test the hypothesis formulated to guide the study.

The results of the study with respect to the research questions,

objectives and hypothesis revealed that student politics affects

student leaders’ academic performance negatively since they

dedicate more time to campaigning and after assuming office they

concentrate more on their leadership role than paying attention

to their academics.

It may also be concluded from the result that student leaders are

unable to combine attending lectures and in some extreme cases

mid semester exams which makes them lose marks for their internal

assessment.

It was therefore recommended that, student leaders should be

elected strictly based on their academic performance and not on

background characteristics such as age, level and prior

leadership experience. Student leaders should show genuine

commitment in the discharge of their duties. Student leaders

should also be given training in the positions they have been

elected for.

Finally, student’s leaders should strive to manage their time

very well in order to combine their studies with the position

they occupy as leaders.

TABLE OF CONTENTS

Dedication

Acknowledgements

Declaration

Certification

Abstract

Table of Contents

List of Tables

List of Figures

CHAPTER 1 – INTRODUCTION

1.1. Introduction of the Study

1.2. Background of the Study

1.3. Statement of the Problem

1.4. Objectives of the Study

1.5. Research Questions and/or Hypotheses

1.6. Significance of the study

1.7. Scope

1.8. Limitations

1.9. Definition of Terms/Concepts(Optional)

1.10. Organization of the Study/Chapters

CHAPTER 2 - LITERATURE REVIEW

2.1. Introduction

2.2. Body

2.3. Conclusion

CHAPTER 3 – METHODOLOGY

3.1. Introduction

3.2. Population

3.3. Sample and Sampling Procedure(s)

3.4. Research Instruments

3.5Data Collection Procedure(s)

3.6. Tools for Data Analysis

CHAPTER 4 – DATA ANALYSIS AND INTERPRETATION

4.1Introduction

4.2Body

CHAPTER 5 – SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1. Summary

5.2. Conclusions

5.3. Recommendation

CHAPTER ONE - INTRODUCTION

1.1 INTRODUCTION OF THE STUDY

Leadership is widely regarded as a key factor in the accounting

for the difference in the success with which school foster the

learning of their students. Indeed the contribution of effective

leadership is largest when its needed most; there are virtually

no documented instances of troubled schools being turned around

in the absence of intervention by talented student leaders whiles

other factors within the institution also contribute to such

turnarounds; Leadership is the catalyst.

Life on campus can be very stressful, although it’s undoubtedly

one of the most memorable experiences in one’s life. It

represents a critical development period for both late

adolescents and young adults.

Student’s involvements in extra-curricular activities have been

found to have effects on students’ academic performance.

Student’s involvement with campus activities, in higher

institutions enhances communication skills, professional

development issues, group dynamics, in contrast the daily routine

of tertiary life when an individual attains to students politics,

takes a new drive: hence, one even develops new responsibilities

gives rise to missing some lectures in order to attend to

impromptu meetings on behalf of mates at the expenses of

lectures, quizzes and exams.

1.2 BACKGROUND OF THE STUDY

We began our study with a wide ranging review of literature, the

result of which is summarized in this presentation. This review

is organized around a framework which has emerged from empirical

research in sociology and organizational and industrial

psychology, (Rowan 1996). The core concept of most definitions of

leadership is two functions; providing direct and exercising

influence. Each of these functions can be carried out in

different ways and such differences distinguish many models of

leadership from one another.

Impacts of students politics on student’s leader’s academic

performance are justified by three different kinds of research

conducted within the setting of Koforidua Polytechnic Campus

(2014).

The impact of leadership position on Koforidua Polytechnic Campus

in contributing significantly above or below expectations of the

student leaders academic performance.

What is missing from this case is external validity.

a. This case addressed relatively large number of cases of

successful student leaders.

b. Systematic cross case analysis of student leaders reports or

CGPA before the position and current CGPA.

c. Carrying out a qualitative test of the result provided by

quantitative evidence.

1.3 STATEMENT OF THE PROBLEM

According to the student body, there is a large body of the

literature that suggests that politics have effect on student’s

achievement. However, the majority of the research does not

demonstrate casual effects. This study presents a methodical

approach to access the impact of student’s politics on academic

performance among student leaders. Student politics has numerous

effects on academic achievement among student leaders.

Research that support this, including S.R.C and other student

body relate back more than two generation. Several studies in the

1970’s regarded a correlation between student politics in higher

educational institution attainment.

1.4 OBJECTIVES OF THE STUDY

Student’s politics has become a powerful concept in higher

education and is considered crucial to retention rates, although

it is seldom seen as needing limits. If student involvement in

politics is indeed essential to educational life, then it’s worth

should have impact on students.

The main objective of the research is to evaluate the impact of

the student politics on academic performance amongst student

leaders in Koforidua Polytechnic. The research is guided by the

following specific objectives;

To determine the factors that influence students to take up

leadership positions.

To ascertain student leaders performance academically.

To explain the relationship between politics and

performance.

To determine degree to which students politics have either a

positive or negative effect on academic performance.

To provide recommendation on how the problems can be solved.

1.5 RESEARCH QUESTIONS AND/OR HYPOTHESIS

To effectively carry out this research, the following questions

will be addressed.

What factors influence the students to take up the

leadership positions?

How are student leaders performing academically?

To what degree has student’s politics had effect positively

or negatively on academic performance?

1.6 SIGNIFICANCE OF THE STUDY

The study will serve as a reference material for institution and

student that want to research into assessment of the impact of

student politics on academic performance among student leaders.

1.7 SCOPE OF THE STUDY

The research is to cover Koforidua Polytechnic campus to

ascertain

1. To determine the factors that influence students to take up

leadership positions.

2. To ascertain student leaders performance academically.

3. To explain the relationship between politics and

performance.

4. To determine degree to which students politics have either a

positive or negative effect on academic performance.

5. To provide recommendation on how the problems can be solved.

1.8 LIMITATION OF THE STUDY

1. The researcher was faced with financial constraint and

because of that it became very difficult to obtain the

necessary information and materials required to carry out

the research work more effectively

2. The researcher also faced an uncompromising attitude by

respondents in giving out certain necessary information

because such information was sensitive or classified

confidential.

3. The researcher also had an adequate time. The duration for

finishing and for the presentation of this research work was

very limited because the researcher was doing academic work

and undertaking the study simultaneously.

1.9 ORGANISATION OF THE STUDY

The study is divided into five chapters. The introductory

chapter that is chapter one provides background information of

the research work, statement of the problem, objectives of the

study, research questions, hypothesis, significance of the

study, scope of the study, limitations of the study and

organization of the study. The chapter two provides a review

of previous literature in relation to the topic. Chapter three

provides research methodology. Chapter four consist f analysis

and presentation of data. Chapter five provides the summary of

the findings, conclusion and recommendations.

CHAPTER TWO; LITERATURE REVIEW

2.1 INTRODUCTION

According to the Council for the Advancement of Standards (CAS)

in higher standards and guidelines the development of leadership

“empowers students to mature and develop toward greater levels of

leadership complexity integration and proficiency over a period

of time (p.114)”. A recent study highlights the contrasts between

College Students in the 1990s and College students today.

"Leadership is ultimately about change, and … effective leaders

are those who are able to effect positive change on behalf of

others and society. “Change … is the ultimate goal of the

creative process of leadership to make a better world and a

better society for self and others”. The impact of collegiate

institutions on student development is evidenced by: “Attending

College can have a profound effect on one’s life”. Drum defined

student development as “a process in which an individual

undergoes a number of changes toward more complex behavior that

result from mastering the increasingly demanding challenges of

life”. It is evident that students who spend much time on campus

and demand change during their college life. Astin indicated that

the time students spend on campus and the characteristics of

their involvement in activities have potential impact on the

quality of their campus-wide experiences, student development of

leadership has been viewed as one of the most important tasks.

According to Astin’s involvement theory, there were five basic

postulates: 1. Involvement

refer to the investment of physical and psychological energy in

various objects. The objects maybe highly generalized (the

student experience) or highly specific.

2. Regardless of its object, involvement occurs along a

continuum; that is, different students manifest different degrees

of involvement in a given object, and the same student manifests

different degrees of involvement in different objects at

different times.

3. Involvement has both quantitative and qualitative features.

The extent of a student’s involvement in academic work, for

instance, can be measured quantitatively (how many hours the

student spends studying) and qualitatively (whether the student

reviews and comprehends reading assignments or simply stares at

the text book and daydreams).

4. The amount of student learning and personal development

associated with any educational program is directly proportional

to the quality and quantity of student involvement in that

program.

5. The effectiveness of any educational policy or practice is

directly related to the capacity of that policy or practice to

increase student involvement. Astin argues that it is important

to develop young men and women during their college years to

become future leaders. Leadership is considered to be a part of

lifelong learning and multidimensional constructs involving

competency (skills, ability, attitude, knowledge, and behavior),

experiences and processes.

2.2 BODY

The field of educational leadership is washed with many concepts.

Leithwood and Duke (1999) identified instructional leadership,

transformational leadership, contingent leadership, moral

leadership, managerial leadership, and participative leadership

as being the six frequently used concepts with different

meanings.

Similarly, there are as many theories regarding leadership as

there are definitions. Rubenstein (2005) identified eight of them

after examining the work of Peter Northouse in 2004. They are:

situational approach, contingency theory, path‐goal theory (also

known as the motivational theory), the leader‐member exchange

theory, transformational leadership, team leadership, leader of

leaders approach, and value‐based leadership.

For this study, the focus is on Greenleaf’s (2003) servant‐leader

theory. The theory says that “students consider the building of

trust as the central issue for leadership by means of service”

(Greenleaf, 2003, p. 36). Servant leadership(Biblical leadership)

says “man is here for the sake of other men” (Albert Einstein).

The leader and every other individual is here to serve the rest.

The theory begins with the natural feeling one has to serve. One

therefore, consciously decides to aspire to lead. This brings to

mind the hierarchical principle of organizational leadership

which Greenleaf reports began with Jethro, Moses’ father‐in‐law.

Greenleaf noted that this hierarchical system “still dominates

everything that is organized – armies, churches, governments,

universities, businesses” (p. 43). He asserted further that this

is still the environment that today’s college students will find

themselves in as they move from being a student to citizen.

According to Greenleaf, the success of a servant‐leader depends

on a number of attributes. They include: individual initiative

and goal setting; trust; acceptance and empathy for their

followers; art of intuition; ability to move forward and make

decisions without all of the information; ability to bridge the

gap between what is known and what is needed;foresight or the

ability to predict future patterns, ability to meet the stress of

life; be persuasive and able to get things done (Greenleaf,

2003).

Beaudoin (2002) argued for research and examination of the

specific type of leadership needed in education leadership. He

stated that "a reasonable amount of attention has been given to

the planning and administration of distance education for quite

some time." (p. 138). Beaudoin (2002) went on, however, to state

that this might be considered adequate enough without discussing

the more esoteric domain of leadership (p.138).

According to Case and Scanlan (2001), there are specific

attributes of administrators in a university in relation to

education. Dede (1993) also strongly supported the idea that

leadership in education is different from traditional education

leadership. Care and Scanlan (2001) added their voice by saying,

"there is a general lack of understanding regarding the

experiences of administrators, faculty, and staff from other

departments in the development of distant education courses." (p.

140). However, the distance education leader also needs,

according to Beaudoin (2002), to be a situational leader, one who

can diagnose the organization at a specific moment and determine

the readiness of the organization or its stakeholders for change.

Students are very important when we talk about stakeholders in

education. As stakeholders, students need to be involved in the

administration and smooth management of education programmes.

Astin (1985) stated that the more students are involved in

student activities, including leadership activities, the greater

their success in learning and personal development will be. On

student leadership position and academic performance, Cress et

al. (2001) concluded that all students have leadership potential

and that institutions of higher education can uncover and develop

this potential with targeted programs that will also increase the

student’s educational success. They also asserted that

educational institutions will be successful in developing

tomorrow’s leaders when they provide connections between academic

programs and community activities and express a strong desire,

through their stated mission, to create a “legacy of leaders in

businesses, organizations, governments, schools, and

neighborhoods” (p. 23).

Wielkiewicz (2000) agreed with Posner that college students are

important participants in leadership development because it is

college students who will be in future leadership roles or

opportunities, and how they learn to practice leadership will

steer the course of future societal development. Hence, Allen et

al. (1998) have a keen interest in seeing that students develop a

systemic approach to leadership instead of a hierarchal approach.

Astin (1993) also cited research that links student educational

attainment to involvement in leadership activities, and stresses

the importance of developing the leadership ability of students

during their college years. Boatman (1999) stated that student

leadership development would be more effective if it were

approached from a relational viewpoint instead of through formal

courses or degrees.

According to the Enrolment Management & Student Affairs unit of

University Pointe (2012), student leaders are looked to as model

students at Portland State. As such, it is important that student

leaders exemplify a balance between academics and leadership. As

citizens who are or are going to be leaders in the community, it

is important to be prepared academically. Being a model student

leader, one requires over a 3.5 GPA to be considered for the

position.

Research has shown that participation in student organizations

and other co‐curricular activities on campus can help students

stay engaged with school, get good grades, and graduate. However,

students often have many competing obligations (family, work,

student leadership, health) which cause academic performance to

suffer. Student leadership is important, but we need to emphasize

that you must be a student first. Letting academics suffer at the

expense of student leadership responsibilities is counter‐

productive.

A study carried out by the Office of Institutional Research

(2011) demonstrated that serving as a club leader, no matter how

many terms served, had lasting impact and was a positive

contributing factor in relation to student academic performance,

especially with regard to facilitating graduation. This study

revealed that r students who served as club leaders outperformed

non‐club leader students in terms of retention rate, GPA and Good

Standing rate at the second year. Student club leaders continued

to maintain a significantly higher 3‐year retention rate than

non‐club leader students while maintaining levels of GPA and Good

Standing that were similar to that of non‐club leader students at

the third year.

2.3 CONCLUSION

In summary, the question of what a student leader is, their

characteristics, requirements, and the actions of an effective

student leader still have not been adequately addressed by

research. There is still a long way to go before an adequate

definition of these aspects of an effective student leader will

be reached.

It is hoped, through this study, to bring the insights of various

researchers together into one place to help future student

leaders to best fulfil the still unstated requirements of their

positions.

CHAPTER THREE - METHODOLOGY

3.1 INTRODUCTION

The logical basis for assessing the impact of student politics on

academic performance among student leaders in Koforidua

Polytechnic is to know the major factors that influence students

to take up leadership positions.

Again, the research aims at assessing and ascertaining the

performance of student leaders academically. Another reason is to

establish relationship between politics and performance.

Finally, to provide recommendation(s)

The purpose of this research is to assess the impact of student

politics on academic performance among student leaders in

Koforidua Polytechnic and to also generate a theory to explain

why student politics affect academic performance among student

leaders within the tertiary institution (Koforidua Polytechnic as

a case study) by using the full battery of scientific tools and

methods to test it vigorously. Martyn Shuttleworth(August 2,

2008) Purpose of Research.

This is devoted to the methods applied in conducting the research

and also how data is gathered efficiently and also through

analyses. The research Methodology describes the methods,

techniques or the procedures to be followed in realizing the

goods and objectives of the research. It comprises the sample

size, sampling procedure, research instruments and procedures for

data collection thus primary and secondary data, interview and

questionnaire.

3.3 METHODOLOGY SAMPLING PROCEDURE(S)

Some researchers usually draw conclusion about large group of

interest by studying a small sample of the total group of the

population. It is in this direction that sampling is regarded as

one of the reliable techniques used in research.

Out of the target population a sample size of TEN lecturers,

FIFTEEN student leaders and TWENTY FIVE student of Koforidua

Polytechnic were studied. In all, FIFTY out of the population was

used for the study. The sample represents a subset of the

population and its selection could be done scientifically using

simple random sampling to give each of the population an equal

chance of being selected to facilitate the aim of ascertaining

the impact of student politics on academic performance among

student leaders in Koforidua Polytechnic.

3.4 METHODOLOGY RESEARCH INSTRUMENTS

The instruments that were used for this research are interview

schedules and questionnaires. Open-ended and closed-ended

questions were used to gather data from respondents.

Open-ended Questionnaire:

An open-ended questionnaire does not limit the respondents in

their responses to questions asked but rather encourage them to

express their ideas fully. Here respondents are allowed to

provide answers that indicate their own point of view on the

issues raised.

Closed-ended Questionnaire:

The close-ended questionnaire provided in the set of alternates

or simple answer categories for respondents to make a choice from

limited options as a way of reducing the level of subjectivity

responses to issues

3.5 DATA COLLECTION PROCEDURES

Data collection is the means by which data is obtained and

recorded about a selected sample for research purposes. The main

sources of data this research work were primary data source and

secondary data sources.

Primary Data:

This refers to the original data gathered specifically for the

research work. The researcher collected the form of this data

from the field personally. The use of questionnaire and interview

helped to obtain original data for the purpose of answering the

research problem.

Secondary Data:

This is the name given to data gathered and perhaps published by

another person or group. It is the one that the researcher may

use for his study, which had being originally collected and

published for some other purpose. Secondary data was used to

ensure completeness of the information gathered for the project.

3.6 TOOLS FOR DATA ANALYSIS

For the purpose of data analysis as a way of comparing and

describing the data, qualitative methods and quantitative methods

were used through the administration of research instrument from

primary and secondary data sources. To enhance the presentation,

bar graphs and tables were also used to enlighten the information

obtained from the respondents.

Quantitative Research Methods:

Kotler (1999) defined quantitative research as a research, which

involves data collection by mail or personal interviews from a

sufficient volume of customers to allow statistical analysis to

achieve results. It normally adheres to strict research design

developed before the research begins and which is to guide the

research exercise.

Qualitative Research Methods:

In the opinion of Kotler (1999), qualitative research is a

research used to uncover the consumer’s motivation, attitude and

behavior.

Qualitative research methods employ a number of methodological

processes based on diverse theoretical principles and employing

the methods of data collection or analysis that are non-

qualitative and aiming towards the exploration of social

relations.

CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION

4.1. INTRODUCTION

This chapter indicates the analysis and presentation of data

collected from the questionnaire administered to get the views of

lecturers, student leaders and students on Koforidua Polytechnic

campus.

Fifty questionnaires went out. TEN went to lecturers, FIFTEEN

went to student leaders and TWENTY FIVE went to student all on

Koforidua Polytechnic campus. The analysis and presentation of

data collected is a true reflection of the views of lecturers,

student leaders and students. The analysis has been presented in

the form of tables, charts and graphs.

The table below depicts the number of questionnaires administered

and retrieved from lecturers, student leaders and students. Out

of fifty questionnaires administered, forty-six were retrieved

representing ninety two (92%).

Table 4.1.1 Summary of questionnaires administered and collected.

Groups No. Issued No. Collected Percentages (%)

Lecturers/

Service

15 13 87

personnel (T.A)Student Leaders 25 24 96Students 10 9 90TOTAL 50 46 92

4.2. PROFILE OF RESPONDENTS

4.2.1 GENDER

It shows the number of males and females who were served with

questionnaires. 40% of the respondents are males’ whilst 60% are

females. This shows that there are more males than females in the

institution.

Table 4.2.2 Gender Distribution

Gender No. of

Respondent

Percentage (%) Degree

Male 18 40 144

Female 28 60 216

Total 46 100 360

4.2.3 ANALYSIS OF LECTURERS, STUDENT LEADERS AND STUNDENTS

It can be seen from the table below that 64% of lecturers,

student leaders and students responded YES to the question and36% responded NO to the question.

This implies that, student’s leadership roles affect student

leader’s academic performance negatively.

Responses No. of respondents Respondents (%)

YES 21 64

NO 12 36

TOTAL 33 100

4.2.4 A BAR CHART INDICATING REPONSES OF LECTURERS, STUDENT

LEADERS AND STUNDENTS.

YES NO0

10

20

30

40

50

60

70

YESN0

RESPONSES (%)

4.2.4 IMPACT OF STUDENT POLITICS ON STUDENT LEADERS

From the table below, 70% of the respondents were of the opinion

that student politics affect student leaders negatively. They

further explained that, performance of student leaders tend to

suffer as a result of their leadership roles they tend to pay

less attention to studies after elections.

Moreover, most students vying for positions end up not performing

well. They appear to over concentrate on campaigning to the

detriment of academic performance.

30% of the respondents were also of the opinion that student

leadership roles affect student leaders positively. They

explained that, students, through leadership positions learn to

build leadership skills prior to entering the business world.

Figure 4.2.5: The impact of student politics on student leaders.

Response No. of respondent Percentage (%)

Positive 14 30

Negative 32 70

TOTAL 46 100

4.2.6 SUDENTS COMPLAINT ABOUT STUDENT POLITICS ON KOFORIDUA

POLYTECHNNIC CAMPUS

The research revealed that 43% of the respondents were of the

view that whether or not student leader’s academic performance

would be high or low does not necessarily depend on student’s

leadership role. Whereas 57% of the respondents were emphatic

about the fact that students politics a negative impact on

student leader’s academic performance.

It can be concluded that the impact of student politics among

student leaders in academic performance is relatively negative.

Table 4.2.7 showing student’s complaint about student politics in

Koforidua polytechnic campus

Responses No. of

respondents

Percentage (%) Size

Yes 3 43 155

No 4 57 205

TOTAL 7 100 360

Fig 4.2.8 A pie chart showing difficulties faced by student

leaders about student politics

Percentage (%)

YESNO

4.2.9 Evaluation of student politics on academic performance of

student leaders in Koforidua Polytechnic.

It can be seen that 60% of the respondents responded that student

politics affect student leaders negatively, 25% of them responded

positively and 15% responded not sure about the fact that student

politics among student’s leaders affect the academics of student

leaders.

It can be concluded that, the evaluation of student politics are

in line with the complaint about student leaders.

Fig 4.3.0 A bar chart showing the evaluation of student politics

on academic performance of student leaders in Koforidua

Polytechnic.

positive negative mixed feeling0

10

20

30

40

50

60

70

Responses

Responses

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.0 INTRODUCTION

This chapter presents the summary of the research work. It covers

the major findings, conclusions arrived at and the

recommendations made.

5.1 SUMMARY OF THE FINDINGS

This study has shown that student leaders rate their perception

of leadership role high.This finding is quite interesting because

it is generally accepted that there is a negative impact of

student politics amongst student leaders on their academic

performance.

Similarly, the number of years one spent on the leadership role

was expected to give the student some level of experience in

terms of how to handle issues as they arise. Time management is

another crucial area when it comes to leadership role

performance. The demands of one’s job are considered to impact on

the discharge of leadership roles.

It is also said that experience is the best teacher. It is,

therefore, asserted that those who have ever been student leaders

before would bring that experience to bear on the performance of

their leadership role. The reverse is true in this study. We

agree with the assertion that there are certain common

characteristics that every leader is supposed to have. This means

that the common characteristics notwithstanding, to be an

effective school leader, one needs some specific skills that

would be relevant in the school environment.

The findings of this study revealed that most of the respondents;

lecturers/service personnel (T.A's) and students were of the view

that performance of student leaders tend to suffer as a result of

their leadership roles. They tend to pay less attention to

studies after elections. Again, it was gathered that most

students vying for positions end up not performing well, this is

as a result of the fact that they appear to over concentrate on

campaign activities to the detriment of academic performance.

Hence, the performance of many of the student leaders is not

encouraging.

When asked, "How do you combine academics and leadership role?"

some student leaders replied that it was difficult combining

leadership roles with academic activities. Others also lamented

that their time allocated for studies has reduced since they have

to attend to other activities regarding to leadership roles.

5.2 CONCLUSION OF THE STUDY

The results of this research with respect to the research

questions, objectives and hypothesis led the researchers to

conclude that student politics affects student leaders’ academic

performance negatively since they dedicate more time to

campaigning and after assuming office they concentrate more on

their leadership role than to paying attention to their

academics. It also impacts the student leaders negatively where

they lose sight of their books and focus mainly on their

positions.

It may also be concluded from the result that student leaders are

unable to combine attending lectures and in some extreme case mid

semester exams which makes them lose marks for their internal

assessment.

5.3 RECOMMENDATION

The results obtained from this study provide sufficient grounds

to recommend that students leaders should be elected strictly

based on their academic performance and not on background

characteristics such as age, level and prior leadership

experience . Student leaders should show genuine commitment in

the discharge of their duties. Student leaders should also be

given training in the positions they have been elected for.

Finally, student’s leaders should strive to manage their time

very well in order to combine their studies with the position

they occupy as leaders.

REFERENCES

Allen, K.E., Stelzner, S.P., & Wielkiewicz, R.M. (1998). The

ecology of leadership: Adapting to the challenges of a changing

world. The Journal of Leadership Studies, 5(2), 62-82.

Astin, A.W. (1985). Achieving educational excellence: A critical

assessment of priorities and practices in higher education. San

Francisco: Jossey-Bass.

Astin, A. (1993). What matters in college: Four critical years

revisited. San Francisco: Jossey Bass.

Bardou, K., Byrne, S., Pasternak, V., Perez, N., & Rainey, A.

(2003). Self-efficacy and student leaders:The effects of gender,

previous leadership experiences, and institutional environment.

Journal of the Indiana University Student Personnel Association,

33-48.

Beaudoin, M. F. (2002). Distance education leadership: An

essential role for the new century. Journal of Leadership

Studies, 8, 131-144.

Boatman, S. A. (1999). The leadership audit: A process to enhance

the development of student

leadership. NASPA Journal, 37(1), 325-336.

Care, W. D., & Scanlan, J. M. (2001, Summer). Planning and

managing the development of courses for distance delivery:

Results from a qualitative study. Online Journal of Distance

Learning Administration IV (II) Retrieved 10 September 2011 from

http://www.westga.edu/~distance/ojdla/summer42/care42.html

Cress, C. M., Astin, H. S., Zimmerman-Oster, K., & Burkhardt, J.

C. (2001). Developmental outcomes of college students’

involvement in leadership activities. Journal of College Student

Development, 42(1),15-27.

Dede, C. (1993). Leadership without followers. In Kearsley & W.

Lynch, (Eds.) Educational Technology: Leadership Perspectives

(pp.19-28). Englewood Cliffs, NJ: Educational Technology

Publications.

KOFORIDUA POLYTECHNIC

FACULTY OF BUSINESS AND MANAGEMENT STUDIES

(DEPARTMENT OF MARKETING)

“Assessing the impact of student politics on academicperformance among student leaders in Koforidua Polytechnic.”

This questionnaire is to collect data for academic exercise only.The confidentiality of information gathered is highly assured.

Please provide brief answers where required. All answers providedmust represent the respondent’s view on the issues raised andmust be facts not assumptions.

(Please tick the appropriate column where necessary)

QUESTIONNAIRE FOR STAFF, STUDENT LEADERS AND STUDENTS OF KOFORIDUA POLYTECHNIC.

Please do not write your name on these forms as your responsesare confidential and anonymous.

Your co-operation in completing this study by responding to thefollowing questions would be greatly appreciated.

1. Gender

Male

Female

2. Which of the following age categories do you belong?

18 – 25 years

26 – 35 years

36 – 45 years

46 and above

3. Occupation

Student

Lecturer

Service Personnel

STUDENT LEADERS ONLY

4. Do you occupy any leadership position?

Yes No

If Yes specify…………………………………….

5. What inspired you to take up the position?

i. …………………………………………………………………………………………….

ii. …………………………………………………………………………………………….

6. For how long have you been in this position?

1 – 2 years

3 – 4 years

4 years and above

7. What was your performance before you took up theposition?

Good

Very good

Excellent

Poor

8. How has it affected your academic performance?…………………………………………………………………………..

9. How do you combine academic activities with leadershiproles?………………………………………………………………………………….

10. Do you want to aspire for any leadership position?

Yes

No

i. If ‘YES’why? ..................................................................................

ii. If ‘NO’ why………………………………………………………..

11. How is the leadership position of your colleaguesaffecting their attendance in class?

Punctual

Relatively punctual

Truant

LECTURERSONLY

12. For how long have you been a lecturer in KoforiduaPolytechnic?

1 – 3 years 4 – 5 years

7 years and above

13. How would you assess the impact of studentpolitics on student leader’s academic performance?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

14. Would you advise a student to take up a leadershipposition while in school?

If YES why and if NO why.……………………………………………………………………………………………………………………………………………………………………………....