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
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.
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.
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.……………………………………………………………………………………………………………………………………………………………………………....
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