Students Academic Performance by Chika Albert

CERTIFICATIONThis is to certify that this project work is original and we testify it has never been submitted either by part or whole for any previous degree in any institution, carried out by Ayanyemi Olasunkanmi. O, Alao Nurudeen.M, Akintomide Idown.F and Olaonipekun Alade.F of the Statistics Department, Faculty of Physical Science, university of Nigeria, Nsukka .

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Ayanyemi Olasunkanmi .O Date

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Alao Nurudeen .M Date

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Akintomide Idown .F Date

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Olaonipekun Alade .F Date

ii

APPROVAL

This Project work has been approved by the Department of Statistics, Faculty of Physical Science, Universityof Nigeria, Nsukka, Enugu in partial fulfillment of therequirement for the Award of Bachelor of Science Degree(B.Sc Hons) in Computer Science and Statistics.

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Dr. Mba Emmanuel I. Date

Project Supervisor

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Dr. Mba Emmanuel Date

Head of Departmen

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External Examiner Date

iii

DEDICATION

This project is dedicated to The Almighty God who made us to be available again to acquire more knowledge on earth. Also to our spouses for their support and understanding during the study.

We say thank you all.

iv

ACKNOWLEDGEMENT

We acknowledge The Almighty God for seeing us through this course and also the efforts of our supervisor/lecturer, Dr. Emmanuel Mba, “He is a wonderful teacher”.

Other lecturers in the department are also acknowledged, Mr Udeh (R.I.P), Prof. Ugwuowo, Mr Echezona, Mr Okereke and Mr Oguike for their great impact.

We say thank you all.

v

ABSTARCT

Many empirical studies are carried out to explorefactors affecting college students’ performance.

The focus of this research is that studentperformance in intermediate examination is associatedwith students’ attitude towards attendance in classes,

time allocation for studies, parents’ level ofincome, mother’s age and parent’s education. This

research is based on factors that affects students’performance developed on the bases of information and

data collected through survey from group of students ofa higher institution.

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TABLE OF CONTENT

Title Page i

Certification ii

Approval Page iii

Dedication iv

Acknowledgement v

Abstract vi

Table of Contents vii

CHAPTER ONE : INTRODUCTION

1.0 Introduction 1

1.1 Problem Statement 1

1.2 Research Objective 2

1.3 Research Hypothesis 3

1.4 Scope of Study 3

1.5 Significant of Study 3-5

1.6 Definition of Terms 5

1.7 Literature Review 6-10

CHAPTER TWO : DATA COLLECTION

2.0 Research Methodology 11

2.1 Research Design 11

2.2 Population Sample 11

2.3 Sampling Design and procedure 11

2.4 Data Collection method11

2.5 SPSS (Statistical Package for Social science Analysis) 11

2.6 Problem Encounter on Field12

CHAPTER THREE : ANALYSIS OF DATA

3.1 Data Representation 13 - 20

3.2 Data Analysis and Hypothesis Testing21 - 32

CHAPTER FOUR : SUMMARY AND RECOMMENDATION

4.1 Finding 33

4.2 Conclusion 33

4.3 Recommendation 34

QUESTIONAIRE 35 – 38

REFERENCES 39 - 40

vii

CHAPTER ONE

1.0 INTRODUCTION

Performance driven us to stressful schedules, Our worth becomes identified with our work and no spot on the mountain is enough. Even the top is unsatisfying as Alexander the great discovered whenhe wept because there were no more worlds to conquer.There have been various researches conducted to examine factors related to the academic performanceof students in tertiary institution.Student’s academic performance is negatively affected by student negative perception about theirprogrammed and individual courses offered. They also emphases that positive perception about courses held by student at the end of the semester have positive impact on student performance.Pascarella and Terenzini,(2005) sited major factorscontributing to academic difficulty as, peer, culture, academic major, college environment, faculty contact, work, career choice, personal motivation, organization, study habit, quality of effect, self – esteem and perceived control.The dimension of these factors can include both positive and negative elements. For instance, work

can be seen as a compliment to a student academic and career interest or it could be seen as a competition for a student’s time.A student can have high self – esteem which can support his/her academic achievement or can have low self - efficacy which can be detrimental to their success.Even factors must be examined in light of the characteristics of the individual student in order to identify the appropriate type of support and assistance required.Rosina J.O(East Caroline University 1976)assets that student’s academic performance is much more dependent on achievement motive.As a matter of fact, factors affecting student’s academic performance are very complex and empiricalstudies on these factors are limited to some extent, making it difficult to safely conclude on the precise factors that affect student academics performance.

1

Aacademic performance is dependent on age, while onthe other hand, it is dependent of sex and preferred sitting position.However, because of the individual nature of student academic performance and differences in academic and grading policies among departments, the Academic Board (AB) or Committee on Academic performance (CAP) cannot set forth rigid standards

of academic performance to be employed throughout the institution. It is the responsibility of the ABand CAP however, to see that the action on specificundergraduates proposed by the individuals departments is reasonable consisting throughout theinstitutions.The AB or CAP normally expects a minimum academic record reflecting the satisfactory completion of certain unit of credit with a semester rating above3.0 at the end of any regular semester, unless the committee has specifically notified an individual student that a high level of performance is required.But we base my research work finding on Age, Sex, Parent’s Status, Father highest level of education,Club/Society in school and Proffered sitting position using UNN (Lagos Campus) as a case study and focus our questionnaires on student in the school taking from each department at random.

1.1 PROBLEM STATEMENTThere are two groups of students as generally perceived i.e. those who are positively transformed and those who are not transformed after school. This study is investigating the factors responsible for disparity in students performances along with identifying those factors which help a student to make progress in his/her performance.

1.2 RESEARCH OBJECTIVES

The general objective of this research is to determine the factors affecting academic performance of student in University of Nigeria, Nsukka (Lagos Campus).The specific objective includes:i. To determine the effect of demographic

variables such as age, sex, marital statuson academic performance.

ii. To determine the effect of educational background of the parent on academic performance.

2

iii.To determine the effect of socio – education status and preferred sitting position on academic performance.

iv. To determine the effect of engagement in social activities on academic performance.

v. To determine the effect of father/guardianincome on academic performance.

1.3 RESEARCH HYPOTHESISHypothesis 1: Students demographic variables

such as age, sex, marital status, haveeffect on academic performance.

Hypothesis 2: Parents educational backgroundhas an effect on academic performance.

Hypothesis 3: Student socio – economic status and preferred sitting position have effect on academic performance.

Hypothesis 4: Father/Guardian income has an effect on academic performance.

Hypothesis 5: Student engagement in social activities has an effect on academic performance.

1.4 SCOPE OF STUDYThe research covers all the factors that are designed in the questionnaire which affect the student’s academic performance using Universityof Nigeria (Nsukka) Lagos Campus.

1.5 SIGNIFICANT OF STUDYThe major contribution of this, lies in the demonstration of a large impact of the role of age, sex, preferred sitting position of a student, student engagement in social activities, father/guardian income and parent’seducational background can affect the student’sperformance. The research of this project is based on age, sex, parent educational background, preferred sitting position and father/guardian income using all departments inuniversity of Nigeria, Lagos campus.The most important student may be able to achieve superior performance via personal traits, genetics code or any other factors. It is also possible that some of the factors that have received significant attention in past studies will prove to be only weakly related tostudent performance in his study.

3

However, in the student performance literature,the closest thing to a conceptual framework is the emphasis on combination of different

factors that are expected to influence the student performance i.e. nutrition, residence, study hour etc. I have chosen my factors as pointed earlier keeping in view native setting.In addition, work in this area has the potential to provide important suggestions to improve standard and quality of education and performance of student that is by no means deniable in a developing country like Nigeria.

1.6 DEFINITION OF TERMS

CUMULATIVE GRADE POINT AVERAGE: This is the weighted average of the Grade Point Average (GPA) of the entire semester student’s performance in any semesters, which is a function of the course unit and weighted grade point.

HYPOTHESIS: These are the statement used in giving an assertion about significance of issueor factors.

POPULATION: A population consists of an entire set of objects observations, or scores that have something in common.

SAMPLE: This is a subset of a population.

STATISTIC: A statistic is defined as a numerical quantity calculated in a sample; suchstatistics are used to estimate parameter.

SIMPLE RANDOM SAMPLING: This is a method in which a sample of any given size (n) such that every member of parent population has an equal chance of being selected into sample and the selected is made unit by unit.

TARGET POPULATION: This is the population from which representation (information) is decried.

FRAME: This is a list of sampling units.4

ERRORS: Errors is statistics especially in the collection, summarization and analysis of data basically relate to me difference between the estimated value and the actual value of thesubject(s) under investigation.

TYPE 1 ERROR: A type 1 error is committed if we reject the Null hypothesis (Ho) where it is true. The probability of committing type 1 error is called the level of significance of the test and is denoted by x.

TYPE II ERROR: A type II error is committed if we accept the null hypothesis (Ho) where it is false.

POINT ESTIMATE: A single value of a statisticthat is used to approximate a population parameter. The most efficient estimator is the one with the smallest variance if we consider all possible unbiased estimators of a parameter.

INTERVAL ESTIMATE: An interval estimate of a population parameter is an interval of finite width, centered at the point estimate of the parameter that is expected to contain true value of the parameter.

LINE – OF – BEST – FIT: The straight line is one the most commonly used and most valuable toand cost analysis.

REGRESSION ANALYSIS: It is commonly used to quantify the relationship between the indirect and pool over – time.

CORRELATION ANALYSIS: This attempt to measurethe strength of such relationship between the variable by means of a single number called a correlation coefficient.

P – VALUE: It is the probability of observingdata as or more extreme as the actual outcomes when the null hypothesis is true.

CHI – SQUARE TEST (χ2): This is a non – parameter test, often used to analyze categorical data.

51.7 LITERATURE REVIEW

A major contributing factor to academic success for students is family background, for example, student at University of Nigeria, Nsukka (Lagos Campus) are different from each other because they have been raisedin different families. The family is the student primary reference group for this reason, family background is an important factor in determining a student’s definition of success at school and whether or not a student will succeed based on that definition of success.

One study which researched East Asian student’s academic success found that the East Asian culture places a high value on education because education is seen “as a means for achieving upward mobility, social respect, and self – improvement” Schnieder and Leesy (1990). Whether or not a particular family views education in the above manner will determine a student’s educational value. Students are aware of their parent’s expectations and set standard which are similar to those of their parents Schnieder and Leesy, (1990).

Numerous studies have been done which examine the influence of the socio – economic status of the parentson the academic achievement of children. In fact, according to a study by “Ernesto Pollitt” direct effects on schooling and performance are dramatic

whenever the financial situation of the family or the child poor health; impact him continue schooling Pollitt, (1984).

Even though many studies indicate the importance of socio- economic status on academic achievement, it has been noted by Simmons and Alexander (1986) that is, influence ‘diminishes as the students move upward.

One model of how socio – economic background is relatedto a student’s performance show that a student’s socio – economic background both directly and indirectly relates to academic performance White, (1988), according to the model, the student’s experience with significant others and individual attributes will be affected by the parent’s education and occupation. White postulated that if socio – economic background affected student academic performance, then students from secure socio– economic background would be more likely to perform well in University .white, (1988).

Another interesting variable is the role of the family as an influence on a student’s academic success is whether or not the student is a first generation university.

6

As seen in both White’s (1988) research and Schneider and Leesy (1990), students carry parental ideas about education with to the university. London found that first

– Generation College by parents as a fulfillment of parents needs.

Once the student were at college, parent had a difficult time letting go of the student, not wanting the student to make poor decision and discovered that these students had to deal with changing family relationship more than student whose parents had attended university. These changing relationships oftentempted student to cease their university education andto return home. On the other hand, some parents were sodriven to make their child succeed that they would pushthe child into a field of study, which was undesirable to the child situation like this one either caused success in university or disenchantment with universityexperience. London’s research also revealed that the first generation student was often the child of a family which was beginning to enter the middle class. Therefore, socio – economic background was also a factor when a family was able to send the first generation to university.

Parents with higher educational status may tend to showmore interest in educating their children and in providing them with educational materials than parents with lower educational status Simmons & Alexander L.( 1986, p88) and the same seems to hold true along the socio – economic status. Where parents from the higher levels provide their children with the means necessary to take advantage of the educational system, thereby stacking the deck against the children from poor families, not necessarily due to lack of parental interest but to parental inability to access needed

materials. Anthony Layne concurs with this view when hecites a study by Coombs (1985) which showed “that all educational systems have a build – in bias favoring children whose parents attach a high value to educationand who instill in their offspring a strong motivation for education” Layne A. (1991, p84).

However, it has been noted that when positive variablesexits with low student’s socio – economic status, “theyhave been shown to influence positively, the academic achievement of children” Hunsaker, S.L. ( 1995). The difference seems to lie within a combination of environment, economic circumstances and personal and parental attitude to education. Classroom environment can also influence students’ level of motivation.

7

“This can include the structural arrangement of the classroom physical comfort level of the surrounding as well as the role the teacher plays in structuring the learning environment, his or her attitude toward learning and instructional methods.

In several studies carried out in the Georgia, U.S.A, it was found that the conditions of the physical facilities had direct and significant effects on academic achievement. In fact, it was noted by Holf (1994) that many of the physical facilities at the public schools were in a state of disrepair and this was found to have had significant effects on the moraleof students, their health and their level of academic achievement.

Even the very conditions of the buildings were noted tohave had effects on the levels of student achievement. Inefficient lighting, high temperatures, poor ventilation, high noise level, the buildings age and even the color of the classroom walls were cited as having negative effects on academic achievement.

However, S.S. Boocock cited a report by Summers and Wolf (1975) which stated that “the general physical faculties of schools do not make much difference, one way or another, to students learning, Boocock, S.S. (1980 p204). He however specified the limitations of the study by stating that “there may well be benefit from better facilities which were not reflected in these data. Furthermore, good faculties may be important in attracting good teachers and improving teachers’ motivation” Boocock, S.S. (1980 p204).

Another major factor that contributes to academic success in university is the degree of involvement a student has in extracurricular activities, particularlyinvolvement in religious activities and athletics. Participation in religious activities enhances academicperformance. By reviewing theories of religious effect in the intellect, there is evidence that religion does not hinder success academically if not supplementing it.

To begin, Durkheim places no negative effects of religion on intellect. Durkheim states that science is a growth out of religion. “We have seen that the essential ideas of scientific logic are of religious origin”, Durkheim (1947). Scientific thought is only

more perfect form of religious though”,Durkheim, (1947).

8

David (1947) of Clark University sampled 635 undergraduates, concerning the effects of religion on academic success. Zern took his sample from a small secular liberal arts University. He tested academic success by scores on SAT scores negatively, yet did notaffect G.P.A Zern, (1987). In fact, later results indicated that the more religiously committed containeda higher percentage of students scoring higher on the SAT Zern, (1987).

Sports have a major place in Nigerian society. Involvement generally means some sort of status for young people, football, athletics, are seen as an easy way to fame, which someone avoids hard work, sacrifice,and commitment to excellence, according to Haynes, (1990). Many would disagree with Haynes on this statement, however, the names in which young people seesports is not of interest to us. The point is that football, athletics are highly valued, therefore, it isimportant to know, do sports negatively affect academicsuccess.

According to Durbin’s research, involvement in athletics supports academic success. Durbin (1986) found that 94% of dropouts in his study were not participants in activities programs Durbin, (1986), one

would think, if sports were a negative influence on academics the percentage of participants. Durbin’s study reveals just the opposite. He claims athletics develops self respect, self esteem, self confidence, and a competitive spirit Durbin, (1986). All these qualities would be advantageous in order to develop academically.

There still remain people who feel that participation in sports is a hindrance. Tom Mc Millen claims that toomuch emphasis is put on sports, and not enough on academic Mc Millen, (1991). He states that an extreme of anything is bad. He admits that to completely removesports would be a disadvantage to students.

9

Since the level to which participation in sports enhances the academic life has been discussed, it wouldseem that other extracurricular activities would also enhance success in school. The more one is involved in activities, the more one would experience university life. Involvement satisfies the student, making the experience more positive, resulting in better grades

activities such as club involvement, choir and the restsupplement education, as does religious involvement andathletics.

10 CHAPTER THREE

ANALYSIS OF DATA

3.1 DATA REPRESENTATION

Frequency Table

DEPARTMENT OF THE RESPONDENT

Department Frequency

Percent Valid Percent

Cumulative Percent

Valid Political Science Marketing Economics International relation Statistics/computer Mass Communication Computer Education Total

9161582312790

10.017.816.78.925.613.37.8100.0

10.017.816.78.925.613.37.8100.0

10.027.844.453.378.992.2100.0

LEVEL

Frequency


CumulativePercent

Valid Level 1 Level 2 Level 3 Level 4 Total

910413090

10.011.145.633.3100.0

10.011.145.633.3100.0

10.021.166.7

13

SEX

Frequency


CumulativePercent

Valid Male Female Total

464490

51.148.9100.0

51.148.9100.0

51.1100.0

MARITAL STATUS

Frequency


CumulativePercent

Valid Single

85590

94.45.6100.0

94.45.6100.0

94.4100.0

Married Total

AGE

Frequency Percent Valid Percent

CumulativePercent

Valid Below 25yrs 25– 30 Total

385290

50.050.0100.0

50.050.0100.0

50.0100.0

YOUR CURRENT CGPA

Frequency


Cumulative Percent

Valid First Class Second Class Lower Class Pass Total

1019481390

11.121.153.314.4100.0

11.121.153.314.4100.0

11.132.285.6100.0

14

STATUS OF PARENT

Frequency


Cumulative

PercentValid Single Married Widow/Widower Divorce Total

449172090

4.454.418.922.2100.0

4.454.418.922.2100.0

4.458.977.8100.0

FATHER’S HIGHEST LEVEL OF EDUCATION

Frequency


Cumulative Percent

Valid Secondary OND HND B.SC Others Total Missing system Total

1519204186490

1.15.621.222.245.695.64.4100.0

1.25.821.123.347.7100.0

1.27.029.152.3100.0

MOTHER’S HIGHEST LEVEL OF EDUCATION

Frequency


Cumulative percent

Valid None Primary Secondary OND HND B.SC Others Total

499242581190

4.410.010.026.727.88.912.2100.0

4.410.010.026.727.88.912.2100.0

4.414.424.451.178.987.8100.0

15

WORKING STATUS OF PARENT

Frequency Percent

Valid Percent

Cumulative Percent

Valid Working Pensioner Self– Employee Total

6342390

70.04.425.6100.0

70.04.425.6100.0

70.074.4

ARE U SELF – DEPENDENT

Frequency Percent Valid Cumulative

Percent PercentValid No Yes Total

127890

13.386.7100.0

13.386.7100.0

13.3100.0

WHO IS YOUR SPONSOR

Frequency


Cumulative Percent

Valid Parent/Guardian Self Total

78390

7.892.2100.0

7.892.2100.0

7.8100.0

HOW MANY HOURS DOES IT TAKE YOU TO GET TO SCHOOL

Frequency


Cumulative Percent

Valid 0 – 30minutes 1 hour or more Total Missing system Total

1818365490

20.020.040.060.01000.0

32.250.0100.0

32.2100.0

16

HOW OFTEN DO YOU USE THE LIBRARY

Frequency


Cumulative Percent

Valid Very Often Often Seldom Never Total

292792590

3.230.010.027.8100.0

3.230.010.027.8100.0

32.262.272.2100.0

DO YOU BUY TEXTBOOK RELATED TO YOUR COURSE OF STUDY

Frequency

Percent

Valid Percent

CumulativePercent

Valid Yes No Total

82890

91.18.9100.0

91.18.9100.0

91.1

IF YES HOW MANY DO YOU HAVE

Frequency


Cumulative Percent

Valid One – Two Three – Five Five and Above Total Missing System

2950382890

32.255.63.391.18.9100.0

35.461.03.7100.0

35.496.3100.0

Total

17

ARE YOU WORKING


CumulativePercent

Valid No Yes Total

167490

17.882.2100.0

17.882.2100.0

17.8100.0

DO YOU BELONG TO ANY CLUB/SOCIETY ON CAMPUS


CumulativePercent

Valid No Yes Total

672390

74.425.6100.0

74.425.6100.0

74.4100.0

DO YOU PARTICIPATE IN ANY SPORTING ACTIVITY

Frequency


Cumulative Percent

Valid Yes No Total Missing system Total

167389190

17.881.198.91.1100.0

18.082.0100.0

18.0100.0

ARE YOU A MEMBER OF A RELIGIOUS ORGANIZATION


CumulativePercent

Valid No Yes Total

543690

60.040.0100.0

60.040.0100.0

60.0100.0

18

ON THE AVERAGE, HOW MANY HOURS DO YOU STUDY IN A DAY

Frequency


Cumulative Percent

Valid Less than 2hrs 2 – 4hrs 4 – 6hrs Above 6hrs Total

638281890

6.742.231.120.0100.0

6.742.231.120.0100.0

6.748.980.0100.0

HAVE YOU EVER MISSED LECTURE


CumulativePercent

Valid Yes No Total

207090

22.277.8100.0

22.277.8100.0

22.2100.0

HOW OFTEN DO YOU ATTEND LECTURE

Frequency

Percent

Valid Percent

CumulativePercent

Valid Very Often Often Total

81990

90.010.0100.0

90.010.0100.0

90.0

WHERE IS YOUR PREFERRED SITTING POSITION

Frequency


CumulativePercent

Valid Front Middle Back Total

42301890

46.733.320.0100.0

46.733.320.0100.0

46.780.0100.0

19

ARE LECTURER PUNCTUAL IN ATTENDANCE


CumulativePercent

Valid Yes No Total

88290

97.82.2100.0

97.8100.0

97.8100.8

ARE TUTORIALS ORGANIZED


CumulativePercent

Valid Yes No Total

88290

97.82.2100.0

97.8100.0

97.8100.8

IF YES, DO YOU ATTEND THEM


CumulativePercent

Valid Yes No Total

88888290

88.98.997.82.2100.0

90.99.1100.0

90.9100.0

ATTENDANCE IN CLASS


Cumulative Percent

Valid 70% - 100% 70% - 74% Total

87390

96.73.3100.0

96.73.3100.0

96.7100.0

20

3.2 DATA ANALYSIS AND HYPOTHESIS TESTING

3.2.1 Hypothesis One

Ho: Academic performance is independent of sex.

Hi: Academic performance is not independent of sex.

Table 1.1 Current CGPA * sex? Cross tabulation

SEX Total

Male FemaleCurrent FirstClassCGPA SecondClass Lower Class PassTotal

61719446

4229944

1019481390

The data would be analyzed such that the descriptive statistics would be collected and inferences would alsobe made statistical package for social scientist (SPSS)would be employed for the analysis of the data.

CHI – SQUARE ANALYSIS (2)

This is used to test for homogeneity and independency between two variables. The test assumes at least measurement. As a non – parametric test, it is used when measurement on dependent variables can be categorized. Data in such categorization normally comesin terms of frequencies or number of objects or headcount in each category.

21

From the analysis findings on gender, respondent showedthat 46(51.1%) of the 100 respondent sampled are male, while 44(48.9%) were female. Academic performance of students does not depend on Gender. (2 cal. > 2 tab.) i.e 0.230 > 0.05, therefore I reject the null hypothesis (Ho).

3.2.2 Hypothesis Two

Ho: Academic performance is independent of AgeHi:Academic performance is not independent of Age.

22

Table 1.2 Current CPGA * Age? Cross tabulation

AGE TOTALBelow 25yrs

25 – 30yrs

Below 25yrs

Current FirstClassCGPA SecondClass Lower Class PassTotal

61121038

48271352

1019481390

CHI – SQUARE TEST

Value Df Asymp.Sig. (2 – Sided)

Pearson Chi – SquareLikelihood RatioLinear by LinearAssociationN of Valid Cases

1217.0471.58590

331

.006

.001

.208

(Source: Field Research, 2011)

23

From the analysis, respondent showed that 38(42.2%) of the 100 respondent sampled were below 25yrs, while 52(57.8%) were 25 – 30yrs. Academic performance of

students does not depend on their Age. (2 cal. < 2

tab.) i.e 12.806 < 0.05, therefore I accept the null hypothesis (Ho).

3.2.3 Hypothesis Four

Ho: Academic performance is independent of Parent Status.

Hi: Academic performance is not independent of Parent Status.

24

Table 1.3 Current CPGA * status of parents? Cross tabulation

STATUS OF PARENT TOTAL Single

Married

Widow/Widower

Divorced

Single

Current First ClassCGPA Second Class Lower Class PassTotal

07104

8726849

255517

0416020

1019481390

25

CHI – Square Tests

Value df Asymp. Sig. (2 – sided)

Pearson Chi – SquareLikelihood RatioLinear by Linear AssociationN of Valid Cases

22.34025.721.77890

991

.008

.002

.375


From the analysis, respondent showed that 4(4.4%) were single, 49(54.4%) were married, 17(18.9%) were widow/widower and 20(22.2%) were Divorce. Academic performance of students does not depend on status of parents. (2 cal. < 2 tab.) i.e 0.080 < 0.05, therefore I accept the null hypothesis (Ho).

3.2.4 Hypothesis Four

Ho: Academic performance is independent of Father Education Level.

Hi: Academic performance is not independent of Father Education Level.

Table 1.4 Current CPGA * Father’s Highest Level of Education?

Cross tabulation

FATHER’S HIGHEST LEVEL OF EDUCATIONSecondary

OND HND B.SC Others

Total

Current First ClassCGPA Second Class Lower Class PassTotal

01001

10405

2410319

1514020

66191041

1016471386

27


Value df Asymp. Sig. (2–sided)


15.64918.97363086

12121

208089427


From the analysis, respondent showed that 1(1.1%) of the 100 respodent sampled are secondary holders, 5(5.6%) are OND holder, 19(21.1%) are HND holders, 20(22.2%) are Bsc holders while 41(45.6%) hold order qualification. Academic performance of students does not depend on father’s level of education. (2 cal > 2 tab) i.e, 0.208 > 0.05, therefore I reject the null hypothesis (Ho).

3.2.5 Hypothesis Five

Ho: Academic performance is dependent of club/society on campus.

Hi: Academic performance is not independent of club/society on campus.

Table 1.5 Current CPGA * do u belong to any club/society on campus?

Cross tabulation

DO YOU BELONG TO ANY CLUB/SOCIETY ONCAMPUS

Total

Yes No YesCurrent FirstClassCGPA SecondClass Lower Class PassTotal

611391167

489223

1019481390

28

29




15.64918.97363086

12121

208089427


From the analysis, respondent showed that 67(74.4%) of the 100 respodent sampled answered Yes, while 23(25.6%)answered NO. Academic performance of students does not depend on whether student belong to any Club/Society oncampus. (2 cal > 2 tab) i.e, 0.127 > 0.05, therefore Ireject the null hypothesis (Ho).

3.2.6 Hypothesis Five

Ho: Academic performance is independent of Preferred Sitting Position.

Hi: Academic performance is not independent of Preferred Sitting Position.

Table 1.5 Current CPGA * Preferred Sitting Position?

Cross tabulation

WHERE IS YOUR PREFERRED SITTINGPOSITION?

Total

Front Middle

Back Front

Current firstclassCGPA Secondclass Lower class Pass Total

11220942

5616330

411218

1019481390

30

31




15.64918.97363086

12121

208089427


From the analysis, respondent showed that 42(46.7%) of the 100 respondent sampled sit at the front during lectures, 30(33.3%) sit in the middle while, 18(20.0%) sit at the back. Academic performance of students does not depend on Preferred sitting positions. (2 cal > 2 tab) i.e, 0.080 > 0.05, therefore I reject the null hypothesis (Ho).

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CHAPTER TWO

DATA COLLECTION

2.0 RESEARCH METHODOLOGY

In this chapter, the following points will be discussed. Research Design, Research Sample, Populated Sample, Sampling Design and Procedure, Data Collection Method, Data Analysis, Chi – Square Analysis and Problems Encountered on field.

2.1 RESEARCH DESIGN

Survey design was used in the study. The data collectedwas primarily through the use of a well defined questionnaire.

2.2 POPULATION SAMPLE

A sample of 100 students was taken from the UNN (Lagos)Part – Time, 2007/2011 Session. This comprises of Mass Communication Department, Department of Economics, Department of Statistics, Department of Political Science, and Department of Marketing.

2.3 SAMPLING DESIGN AND PROCEDURE

Students were briefed clearly about the questionnaire and it took an average half an hour to fill the questionnaires. Selection of students was at random. Out of these students, those selected were the ones that were voluntarily willing to fill the questionnaire. 90 questionnaires were filled with the response rate of which 44 were females and 46 were males.

2.4 DATA COLLECTION METHOD

The type of data to be used as said earlier is primary data, and this would be collected through the use of questionnaire (Appendix 1) and to get the accurate CPGA’s they would be collected from the notice boards.

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2.5 SPSS (STATISTICAL PACKAGE FOR SOCIAL SCIENCES)

SPSS is usually part of the general network available in the computer labs and residence halls of most university campus. To activate SPSS, sign – on – to thenetwork with your username and password. Then click thestart icon in the lower left - hand corner of the screen followed by network program > academic applications > SPSS for windows.

SPPS appears on the screen looking like most other windows program.

Two windows are initially available: the data input windows and the output windows. When SPSS first comes up, it is ready to accept data. To begin entering data,look at the menu options across the top of the screen file, edit, view, data, transform, analyze, graph, utilities, window and help. Clicking on one of these options, open a menu of related options, many of whichwill not be available until enough information has beenprovided to allow the procedures to run.

POSSIBLE PITFALLS

A set of data may be correct, but may be wrong for the analysis technique applied (correct data, wrongtechnique).

The analysis technique may be right, but the data may be error free.

These two possible situations will definitely lead to a wrong result.

However, the main objectives of any analysis is to get the right set of data, in the right input format using

the right analytical method to obtain the right result require for taking the right decision.

2.6 PROBLEMS ENCOUNTERED ON FIELD

The main problem encountered was to locate students, though callbacks were employed to reduce the non – response rate, callbacks in some instances was about 3 times, but I still had a non – response rate of10 questionnaire in – filled.

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CHAPTER FOUR

SUMMARY AND RECOMMENDATION

4.1 FINDINGS

From the analysis, it was observed that;

Out of the six variable: Age of students, Sex of students, Status of parents, Father’s level of education, Sitting position and Club/Society on campus, only Age and Status of parent affect students academic performance.

There is a positive but weak relationship between Age, Sex and Students academic performance.

There is a very weak and negative relationship between student’s academic performance and preferred sitting position.

SUMMARIZED RESULTS OF CHI – SQUARE ANALYSIS (2)

VARIABLES P – VALUESAGE 0.002SEX 0.230STATUS OF PARENT 0.008FATHER’S LEVEL OF EDUCATION 0.208SITTING POSITION 0.080CLUB/SOCIETY ON CAMPUS 0.127

4.2 CONCLUSION

The following conclusions were reached on my finding.

The Chi – square test shows that academic performance does not depend on gender of students.

The Chi – square test shows that academic performance does not depend on Father’s level of education and sitting position of students.

Student’s socio – economic status has no effect on academic performance.

Student engagement in social activities has no effect on academic performance.

Academic performance only depends on age and statusof parents.

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4.3 RECOMMENDATION

In view of the analysis carried out to improve and maintain a high education culture in our tertiary institutions, the following suggestions are strongly recommended.

Other factors responsible for student academic performance should be sought out, that is the status of the parents.

The institution should admit more of under 25 yearsold applicants into the degree programme.

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QUESTIONNAIRE ON THE EFFECT OF AGE, GENDER, LOCATION OFSTUDENT AND PREFERRED SITTING OF STUDENTS ACADEMIC PERFORMANCE IN 100L, 200L, 300L, AND 400L USING SCHOOL OF SCIENCE, UNIVERSITY OF NIGERIA,NSUKKA,LAGOS CAMPUS AS A CASE STUDY.

PLEASE Tick “X” WHERE APPROPRIATE, UTMOST SINCERITY WILL BE HIGHLY APPRICIATED.

PERSONAL INFORMATION:

Science Laboratory Biology ( )

Environment Biology ( )

Microbiology ( )

Biochemistry ( )

Statistics /Computer ( )

Chemistry ( )

Physics with Electronics ( )

100l( ) 200l( ) 300l ( ) 400l( )

Male( ) Female ( )

Status: Single ( ) Married ( )

Below 25 years ( ) 25 – 30 years ( )Above 30 years ( )

Your Present CGPA Status

First class ( ) second class ( ) Lower class( ) pass ( )

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PARENT INFORMATION:

Status of your parent?

Single ( ) Married ( ) Widow/Widower ( ) Divorced ( )

What is your father’s highest level of education?

None( ) Primary ( ) OND ( ) HND( ) Others ( )

What is your mother’s highest level of education?

None( ) Primary ( ) OND ( ) HND( ) Others ( )

What is the Job of your parent?

Working ( ) Pensioner ( ) Self – Employee( )

Are you self – dependent?

Yes ( ) No ( )

Who is your sponsor?

Self( ) Parent/Guardian ( ) Scholarship( )

How many hours does it takes you to get to school?

0 – 30 minutes ( ) 1 hour or more ( )

How often do you use the library?

Very often ( ) Often ( ) Seldom( ) Never ( )

Do you buy textbooks related to your course of study?

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Yes ( ) No ( )

How many do you have?

One – Two ( ) Three – Four ( ) Five and Above ( )

Are you working?

Yes ( ) No ( )

Do you belong to any club/society on campus?

Yes ( ) No ( )

Are you an active member?

Yes ( ) No ( )

Do you participate in any sporting activities?

Yes ( ) No ( )

Are you a member of a religious organization?

Yes ( ) No ( )

On average, how many hours do you study in a day?

Less than 2hrs ( ) 2 – 4hrs ( ) 4 – 6hrs( ) above 6hrs ( )

Have you ever missed lecture?

Yes ( ) No ( )

How often do you attend lectures?

Very often ( ) Often ( ) Seldom ( )Never ( Where is your preferred sitting

position in class during lectures?

Front ( ) Middle ( ) Back( )

Are lecturers punctual in attendance?

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Yes ( ) No ( )

Are tutorials organized?

Yes ( ) No ( )

If yes, do you attend them?

Yes ( ) No ( )

Attendance in class?

70% - 100% ( ) 70% - 74% ( ) 60% - 69%( )

50% - 59% ( ) Below 50% ( )

Thanks for spending your valuable time in responding toour questionnaire with utmost sincerity.

Students Academic Performance by Chika Albert

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