Academic performance of Students during transition period before choice of disciplines in Nigeria Certificate in Education (Technical) programme
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Sep 15, 2015
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Abstract
The study examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study comprised of 237 students that consisted of Automobile, 22; Building, 8; Electrical/Electronics, 21; Metalwork, 24; and Woodwork, 4 admitted into year one in 2002/2003, 2003/2004 and 2004/2005 academic sessions who transited to third year of the programme in 2004/2005, 2005/2006 and 2006/2007 academic sessions respectively. Data consisted of examination scores for 20 compulsory courses offered by the students and was analyzed with the arithmetic mean, one-way ANOVA and the Scheffe’s test. The study established that, students in Electrical/Electronics discipline performed better than their counterparts who made Automobile, Building, Metalwork and Woodwork as their discipline, and the academic performance of the five groups of students differed significantly.
Keywords: academic, performance, transition, specialization.
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Ibe-bassey, G. (1988). Entry Qualification and Level of Performance of Student- Teachers in Design and Production of Instructional Materials: The University of Cross Rivers State Experience. Nigeria Educational Forum, 11(2), 261 – 266.
Ihiegbulem, O. T. (1992). Academic performance of Nigerian Certificate in Education (Technical) students with different entry requirements: A case study of Federal College of Education (Technical), Omoku, Rivers State. Journal of Technical Teacher Education, 1(1), 79-86.
Jeynes, W. H. (2002). Examining the effect of parental absence on the academic achievement of adolescents: The challenges of controlling for family income. Journal of Family and Economic Issues, 23(2), 56-65.
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Mayer, R. E. (1998). Cognitive, meta-cognitive, and motivational aspects of problem solving. Instructional Science, 26 (1-2), 49-63.
Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2012). Leaving engineering: a multi-year single institution study. J. of Engng. Educ., 101(1), 6-27.
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Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96-116.
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http://eepm.orst.edu/dept/senate/committees/aac/agen/reports/20030115.html
Ali, N., Jusoff, K., Ali, S., Mokhtar, N., & Salamat, A. S. A. (2009). The Factors Influencing Students’ Performance at Universiti Teknologi MARA Kedah, Malaysia. Management Science and Engineering, 3(4), 81-90. Retrieved December, 4, 2013 from: http://www.cscanada.net/index.php/mse/article/download/j.mse.1913035X20090304. 010/820
Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors contributing to student’s academic performance: A case study of Islamia University Sub-campus. American Journal of Educational Research, 1(8), 283-289. Retrieved December 4, 2013 from:
http://pubs.sciepub.com/education/1/8/3/
Banjo, J. A. (1974). Reshaping Technical education in Nigeria. West African Journal of Education, 18(4), 8-15.
Becker, H., Greer, B., & Hughes, E. C. (1968). Making the grade. New York: Wiley.
Besterfield-Sacre, M., Atman, C. J., & Shuman, L. J. (1997). Characteristics of freshman engineering students: Models for determining student attrition in engineering. J. of Engng. Educ., 86(2), 139-149.
Beyer, S. (2008). Predictors of female and male computer science students’ grades. Journal of Women and Minorities in Science and Engineering, 14, 377-409.
Bratti, M. & Stanffolani, S. (2006). Student time allocation and educational production functions. University of Ancona, Department of Economics Working Paper No. 170. Retrieved December 4, 2013 from: http://ideas.repec.org/p/wpa/wuwphe/0207001.html
Comb, H. P. (1985). The world crisis in education: The view from the eighties. New York: Oxford Press.
Considine, G., & Zappala, G. (2002). Influence of social and economic disadvantage in the academic performance of school students in Austria. Journal of Sociology, 8, 129-148.
Dadigamuwa, P. R., & Senanayake, S. (2012). Motivating factors that affect enrolment and student performance in an ODL engineering program. The International Review of Research in Open and Distributed Learning, 13 (1). Retrieved February 17, 2015 from: http://files.eric.ed.gov/fulltext/EJ979638.pdf
Dalziel, J. R., & Peat, M. (1998, July). Academic performance during student transition to university studies. In R. Stokell (compiler), Proceedings of the Third Pacific Rim Conference on the First Year in Higher Education,1.
Darling, N., Caldwell, I. I., & Smith, R. (2005). Participation in school based extracurricular activities and adolescent adjustment [Electronic Version]. Journal of Leisure Research, 37. Retrieved February 17, 2015 from: http://www.cscanada.org
Epstein, J. (1992). School and family partnerships. In M. Aikin (Ed.), Encyclopaedia of Educational Research (pp. 1110-1151). New York: MacMillan.
Fang, N. (2014). Correlation between students’ motivated strategies for learning and academic achievement in an engineering dynamics course. Global Journal of Engineering Education, 16(1), 6-12.
Farooq, M. S., Chaudry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary level. Journal of Quality and Technology management, 7(2): 01-14. Retrieved December, 4, 2013 from:
https://www.gu.se/english/research/publication%3FpublicationId%3D157715
Galiher, S. (2006). Understanding the effect of extracurricular involvement. A Research Project Report, M.Ed., Indiana University, South Bend. Retrieved February 17, 2015 from: http://www.cscanada.org
Geiser, S., & Santelices, V. M. (2007). Validity of high school grades in predicting studentsuccess beyond the freshman year. Retrieved December 4, 2013 from: http://cshe.berkeley.edu/publications/docs/ROPS.GEISER SAT 6.12.07.pdf
Gesinde, S. A. (1986) Vocational Theories Applied to the Nigerian Cultural Background. In T. Ipaye (Ed), Educational and Vocational Guidance (pp. 207 – 221). Ile-Ife, Nigeria: University of Ife press.
Graetz, B. (1995). Socio-economic status in educational research and policy. In Graetz, B., Long M, Batten M (Eds.), Social and economic status and school education. Canbbera: DEET/ACER.
Great Schools Partnership (2014, August 26). Hidden curriculum. In S. Abbott (Ed.), The glossary of education reform. Retrieved February 16, 2015 from: http://edglossary.org/hidden-curriculum
Hake, R. (1995). “Interactive-engagement vs. traditional engagement” A six thousand students’ survey of mechanism test data for introductory physics course. Journal of physics, 6(1). Retrieved February 16, 2015 from: http://www.mcser.org/images/stories/JESRJOURNAL/Jesr_September_2012/godwin%2520ogdebor.pdf
Hijazi, S. T., & Naqvi, S. M. M. (2006). Factors Affecting Students’ Performance: A case of private colleges. Bangladesh e-Journal of Sociology, 3(1), 90-100. Retrieved February 16, 2015 from: www.bangladeshsociology.org/Pages%20from%20BEJS-%203.1Syed%2
Huws, N., Reddy, P., & Talcott, J. (2006). Predicting university success in psychology: Are subject- specific skills important? Retrieved December 4, 2013 from: http://www.aston.ac.uk/downloads/ihs/peelea/huw 2006p.pdf
Ibe-bassey, G. (1988). Entry Qualification and Level of Performance of Student- Teachers in Design and Production of Instructional Materials: The University of Cross Rivers State Experience. Nigeria Educational Forum, 11(2), 261 – 266.
Ihiegbulem, O. T. (1992). Academic performance of Nigerian Certificate in Education (Technical) students with different entry requirements: A case study of Federal College of Education (Technical), Omoku, Rivers State. Journal of Technical Teacher Education, 1(1), 79-86.
Jeynes, W. H. (2002). Examining the effect of parental absence on the academic achievement of adolescents: The challenges of controlling for family income. Journal of Family and Economic Issues, 23(2), 56-65.
Kyoshaba, M. (2009). Factors affecting academic performance of undergraduate students at Uganda Christian University. Retrieved December 4, 2013 from: http://mak.ac.ug/documents/Makfiles/theses/Kyoshaba%2520Martha.pdf
Kwesiga, C. J. (2002). Women’s access to higher education in Africa: Uganda’s experience. Kampala: Fountain Publishers Ltd.
Lynch, D. J. (2010). Motivational beliefs and learning strategies as predictors of academic performance in college physics. College Student J., 44(4), 920-927.
Mayer, R. E. (1992). Thinking, Problem Solving, Cognition. New York: W. H. Freeman and Company
Mayer, R. E. (1998). Cognitive, meta-cognitive, and motivational aspects of problem solving. Instructional Science, 26 (1-2), 49-63.
Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2012). Leaving engineering: a multi-year single institution study. J. of Engng. Educ., 101(1), 6-27.
Mlambo, V. (2011). An analysis of some factors affecting student academic performance in an introductory biochemistry course at the University of the West Indies. Caribbean Teaching Scholar, 1(2), 79–92.
Mohammad, Y. H. S., & Alhameed, M. A. (1988). An evaluation of traditional admission standards in predicting Kuwait University students’ academic performance. Higher Education, 17(2). Dordrecht, Netherlands: Kluwer Academics.
Mushtaq, I., & Khan, S. N. (2012). Factors Affecting Students’ Academic Performance. Global Journal of Management and Business Research, 12(9), 17-22
NCCE (2008). Minimum standard for Nigeria Certificate in Education- Vocational and Technical Education. Abuja: National Commission for Colleges of Education (NCCE), 85-114.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. J. of Educational Psychology, 82(1), 33-40.
Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96-116.
Sharkness, J. A., Eagan, M. K., Hurtado, S., Figueroa, T., & Chang,
M. J. (May 2011). Academic Achievement among STEM Aspirants: Why do Black and Latino Students Earn Lower Grades than their White and Asian Counterparts? Association for Institutional Research. Retrieved February 10, 2015 from: http://www.heri.ucla.edu/nih/downloads/AIR%25202011%2520- %2520Sharkness,%2520Eagan,%2520Hur
Schunk, D. H., & Zimmerman, B. J. (2009). Motivation and Self-Regulated Learning: Theory, Research and Applications. New York: Routledge
Vander Stoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self- regulated learning in college students. Contemporary Educational Psychology, 2, 345-362.
Waller, D. M., & Foy, J. M. (1987). Using British school examinations as a predictor of university performance in Pharmacy course: A correlative study. Higher Education 16(6).Retrieved December 4, 2013 from: http://www.jstr.org/stable/3446847
Wikipedea (2013). The free encyclopaedia. Retrieved December 5, 2013 from: http://en.wkipedia.org/wiki/Academic_achievement
Williams, E. (2015). What Is the Meaning of Academic Performance? Houston, Texas: Houston Chronicle. Retrieved February 10, 2015 from: http://work.chron.com/meaning-academic-performance-17332.html
Yoho, R. M., Vardaxis, V., & Comstock K. (2010). Admission characteristics and academic performance of podiatric and osteopathic medical students at Des Moines University. J Am Podiatr Med Assoc., 100(4), 276-80.