CHAPTER ONE

INTRODUCTION

1.1  Background of the study

A person's national identity number (NIN) is a series of numbers issued to them when they have successfully enrolled. Enrolment entails the collection of ten (10) fingerprints, a head-to-shoulder face photograph, and a digital signature, which are all used to cross-check existing data in the national identification database to ensure that the same information has not been entered before. After the data has been de-duplicated, it is saved with a unique NIN that has been issued to it. The NIN is used to link all entries on a person in the database and is used to verify their identification. Once granted to a person, it cannot be used again (that is, it cannot be provided to another person even if the preceding individual is deceased).

Exams, which are a kind of evaluation used in formal education, are divided into four categories: school-based, public examinations, national assessments, and international assessments (Afemikhe, 2014). School-based exams are performed by schools and concentrate on what instructors have taught, while public tests are based on a curriculum that schools must cover. They decide on academic and employment prospects. National tests are intended for policymakers to utilize in determining how education is developing, while international assessments give data for cross-national comparison. Exams are one method of assessing one's abilities, and school grades have been demonstrated to be a strong predictor of future success as assessed by education, career, and money (Slominski, Sameroff, Rosenblum,& Kasser, 2011; Strenze, 2007).

The Joint Admissions and Matriculation Board (JAMB) was created in 1978 with the purpose of establishing a consistent standard for the conduct of matriculation examinations and the admission of qualified candidates to the country's universities. The Joint Admissions and Matriculation Board (JAMB) was established by the federal government as the central placement test organization in 1978, according to Nwadiani and Igineweka (2005). However, the law that established JAMB was later amended to include the conduct of matriculation examinations for monotechnics, polytechnics, and colleges of education, in order to address issues such as a lack of standards and uniformity in admission processes, multiple application by students, which resulted in multiple admissions for certain candidates while denying others the opportunity to gain admission. Tertiary education is education obtained after completing high school. Universities, polytechnics, monotechnics, colleges of education, and other institutions that provide correspondence courses provide this kind of education. In 2010, JAMB redesigned the testing process by combining the two tests to become the Unified Tertiary Matriculation Examination (UTME). The Joint Admissions and Matriculation Board (JAMB) of Nigeria conducts the UTME (University Tertiary Matriculation Examination) every year for the express purpose of selecting and putting appropriately qualified applicants into Nigerian universities. The UTME assists JAMB in establishing a fair process of admission selection and a fair allocation of available space in tertiary institutions. JAMB adopted a computer-based examination in 2013, in addition to the paper and pencil examination it has employed since its founding. According to Omodara (2010), institutions used to perform individual admission activities before the foundation of JAMB for the admission of students into different institutions. According to Osakuade (2011), there were a number of criticisms and issues associated with this sort of admission procedure, including the problem of numerous applications and admissions, an uncoordinated system of university admissions, and a high cost implication for the applicants. The formation of JAMB as the only agency in charge of controlling and regulating admission to all institutions of higher learning in the nation drew a lot of criticism. According to Onyechere (2010), Nigeria is the only nation in the world where a single authority, such as JAMB, has complete control over admissions to all universities, polytechnics, monotechnics, and colleges of education. He further claims that, whereas institutions in other nations have complete liberty in admitting students, Nigerian institutions do not because of JAMB's regulation and supervision of admissions. Another issue leveled against JAMB was its failure to arrange competent and trustworthy admission tests. Because there are so many elements at play, Umo and Ezeudu (2010) believe that JAMB alone would not be able to fix these issues. They advocated for a re-examination of the methods used to select students for admission to Nigerian institutions' different degree programs. This is done in order to assess the validity of each of the admission criteria. Due to an apparent disparity between applicants' performance in the UME and their subsequent accomplishment in university degree tests, these calls were necessary. According to Obioma & Salau (2007), this resulted in the development of the PostUME (PUME) screening exercise in 2005. The National Parent-Teacher Association of Nigeria (NAPTAN) has demanded that the Senate's resolve to examine the National Identification Number (NIN) for prospective UTME candidates be implemented immediately. Adeolu Ogunbanjo, NAPTAN's deputy national president, made the appeal on Thursday and praised the Senate for taking decisive measures in the development. On Tuesday, the Senate requested the Federal Ministry of Education, the Joint Admissions and Matriculation Board (JAMB), and the National Identity Management Commission (NIMC) to examine the NIN policy's implementation as soon as possible. According to the Senate, this is in order to prolong the registration deadline and criteria for the Unified Tertiary Matriculation Examination until there is a streamlined and well-organized procedure for acquiring a NIN. “The Senate had an intriguing discussion regarding NIN registration for the UTME.“ When JAMB stated that registration for the test would be extended till June, both the NIN and network providers said it would be problematic since each center could only register 10 people per day. This is a far cry from the audience, which is mostly made up of students. If the Senate's decision is carried out, it would provide respite to both parents and UTME candidates.

1.2  Statement of research problem

JAMB as the only body that controls and regulates admission to all institutions of higher learning in the country has been an issues as universities do not have autonomy to give admission to prospective undergraduate student. However, with this cumbersome task placed on the body it has struggled to meet up to the expectations of parent and student who want to get admitted into the university. The no NIN no UTME policy brought about by jamb has been met with stiff resistance in the sense that, student now have to queue for a long period of time in other to get registered for the NIN, this has eaten into the time meant to study for the UTME examination and also cause extra spending for the parent. This among other problems will be discussed in the study

1.3  Objectives of the study

The primary objective of this study is as follows

l  To find out the effect of NIN on the academic success of writing jamb examination

l  To find out if registering for the NIN is really necessary for UTME student.

l  To find out probable solution for the easy registration of  UTME examination.

1.4  Research questions

The following questions have been prepared for this study

1.        Does registration of NIN affect the success of prospective undergraduate student in the UTME examination?

2.        Is registration of NIN necessary for UTME prospective undergraduate students?

3.        Do you think there can be easy registration process for UTME candidates?

1.5  Significance of the study

This study is significant because perception of parents on the no NIN no UTME registration policy in Nigeria have really affect the parent as they are on the receiving end of the policy.

The findings of this research work will undoubtedly provide the much needed information to government organizations, parents, JAMB body, NGOS, and academia

1.6  Scope of the study

This study intends to evaluate the perception of parents on the no NIN no UTME policy in Nigeria .  Hence, this study is delimited to parents  and student in Abuja .

1.7  Limitations of the study

This study was constrained by a number of factors which are as follows:

 Financial constraint is inevitable considering the present economic situations. Due to lack of finance at the researchers disposal to get materials and in printing of questionnaires. it was not possible to visit some of the communities that have been plagued by bandit activities.

 In developing countries like Nigeria, there is the problem of insufficient data.

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher 

1.8              Operational definition of terms

Perception: the ability to see, hear, or become aware of something through the senses.

Parents: a person's father or mother.

NIN:the National Identification Number (NIN) is the unique number which identifies you for life and is issued to you by NIMC after your enrolment

UTME:The Unified Tertiary Matriculation Examination (UTME) is a computer-based standardized examination for prospective undergraduates in Nigeria.

POLICY:a course or principle of action adopted or proposed by an organization or individual

REFERENCES

Afemikhe, O. A., Imobekhai S .Y (2014). Issues in Upper Secondary Science Education: Comparative Perspectives, 161

Obioma, G. and Salau, M. (2007). The Predictive Validity of Public Examinations: A Case Study of Nigeria. A paper presented at the 33rd Annual Conference of International Association for Educational Assessment (IAEA) held in Baku, Azerbaijan, 16-21

Omodara, M. F. (2010) Assessment of the Predictive Validity of UME scores on Academic Performances of science University undergraduates: Multidisciplinary Journal of Research Development Vol. 14; No. 1, Pp. 66 – 71

Osakude, J. O. (2011) Effectiveness of University Matriculation Examination and Post-University Matriculation Examination on the Academic Performance of Nigerian Undergraduate Students. Journal of Education and Practice. V2 (4). 59-65

Onyechere, I. (2010). “In defense of JAMB”. Daily Sun, 28th October. P41

Slominski, L., Sameroff, A., Rosenblum, K., & Kasser, T. (2011). Longitudinal predictors of adult socioeconomic attainment: The roles of socioeconomic status, academic competence, and mental health. Development and Psychopathology, 23(1), 315-324.

Umo, U. and Ezeudu, S.A. (2010). “Relationship between University Matriculation Examination Scores and the Screening Scores at the University of Nigeria Nsukka. (Online) www.iaea.info/documents/paper-11621ebe4 accessed on 21/08/2011

Nwadiani, M and Igbineweka, V.O (2005). Managing university education in Nigeria: The imperativeness of the provision and management of education in Nigeria. G.O. Akpan, S. U, Udoh and E.O, Fagbamiye (Ed.)

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