AN INVESTIGATION INTO ENTRANCE MODE OF STUDENT INTO THE UNIVERSITY AND ITS EFFECT ON THEIR ACADEMIC ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

This research examines the manner of admission and academic performance of Education undergraduates at a Nigerian university, utilizing the students' results from the two semesters of the 2006/2007 academic year. These scores were analyzed using a t-test. It was determined that, unlike their pre-degree peers, the majority of JAMB applicants are not suitable for degree programs. Therefore, it was proposed that the Joint Admissions and Matriculation Board (JAMB) be abolished in Nigeria and that the higher school certificate system be revived, as well as that each institution be encouraged to operate a school of basic or pre-degree studies (Adeduro, 2020).

The educational objectives of a country, as they are often outlined in its national policy on education, represent those components of its national goals that are regarded realizable via formal schooling. Nigeria has recognized for more than three decades that the country's educational institutions have been failing to fulfill their responsibilities. The intellectual attainment and acquired skills of the graduates of universities and other educational institutions have been woefully inadequate (Okpitike, 2020; Ihebuzor, 2017; Frazen) (2021). The disheartening state of things gave birth to the term "falling level of education," which has now become a commonplace catchphrase among Nigerians.

A couple of years ago, an international body evaluating the intellectual caliber of Nigerian students indicated that over the previous fifteen years and a half, the majority of Nigerian colleges had not been generating graduates of world-class caliber (Bulus and Garara, 2018). In a television broadcast, the executive secretary of the National University Commission (NUC) supported this claim by defending the Post-JAMB test for university-bound applicants. The Post-JAMB examination is an invention to guarantee that only qualified students are admitted to universities, since there are issues about the validity of JAMB results. (Okoye, 2019).

The executive secretary of the NUC also indicated that beginning with the 2006/2007 admission exercise, only first-degree holders would be eligible to apply for university admission to study certain courses, such as medicine, law, and engineering in some developed countries, which were previously open to high school graduates (Duro, 2020). Experience has shown that people, including university professors, tend to believe that although most undergraduates appear intellectually deficient in general, education undergraduates appear to be more intellectually deficient than the rest (Shuiabu, 2018; Ihebuzor, 2017; Okpilike, (2020); Conkline) (2020). Due to the low minimum score required to enroll in education courses at universities, this assumption appears reasonable.

This research aims to compare the academic performance of education students enrolled via the Pre-Degree (PD) course with those admitted through the Joint Admission and Matriculation Examination (JAMB). In the paper, the author advocates for the elimination of the Joint Admissions and Matriculation Board (JAMB), the restoration of the higher school certificate system, and the formation of a school of basic/pre-degree studies. All of these will aid in bridging the gap that now exists between the curriculum contents of senior secondary schools and universities. In view of the fact that the significance of relevant prior advanced knowledge cannot be overstated, these suggestions are offered (Glasserfeld, 2019). Moreover, the statistics indicate that the majority of JME applicants are not suitable for university study. (Uzomah, 2018). Education is commonly acknowledged as a tool for social, political, scientific, and technical advancement. This is why no civilization can afford to play about with the education of its citizens, since it would result in a snail's pace of development (Azikiwe, 2020). In the 1960s, only a small number of individuals sought admission to higher education institutions, and those who were in did so via diligent effort. Therefore, everyone who found himself there was deemed clever and intellectually superior to their classmates (Erigha, 2021).

A third alternative exists as a means of avoiding the Universities Matriculation Examination administered by the Joint Admissions and Matriculation Board (JAMB). Some Nigerian institutions refer to the third method as the Pre-degree Programme (Onuoha, 2019). It is often believed that University Matriculation Examination (UME) applicants do better on their University Examination than Direct Entry and Pre-degree candidates. Others feel that pre-degree applicants do better on their university exams than UME and Direct Entry candidates. Yet another group considers Direct Entry applicants to be superior to both pre-degree and UME candidates. People who share this opinion say that pre-degree and direct entry applicants cannot pass the JAMB-administered UME, thus they choose for pre-degree programmes or institutions that meet the Direct admission criterion (Adekoya, 2018).

This notion varies from group to group, hence this research was conducted to explore the relationship between the way of admission and the performance of Nigerian university freshmen. The academic performance of students accepted to universities in Nigeria has been a major worry for professors and anyone engaged in the education sector. Before applicants may be accepted into a degree program at a university, they must meet certain minimal admission requirements. The University of Lagos is no different. The prerequisites are satisfied by both the pre-degree and UME applicants, as well as the Direct admission candidates. Candidates must hold NECO/WAEC SSCE or its equivalents with credits in five (5) courses (including English and mathematics) pertinent to their course(s) at no more than two (2) sittings (Adeleke, 2016). It is assumed that all students admitted to the University of Lagos, regardless of their mode of entry, will be able to handle the academic rigors, but contrary to this assumption, some students drop out before graduating, others change their courses, and still others spend extra years before graduating, as is the case with extension students, and still others earn pass and third-class degrees. This scenario demonstrates that performance may be a function of the method of admission; thus, the purpose of this research is to explore the influence of university entrance mode on students' academic performance.

1.2       Statement of the problem

Undoubtedly, the means through which students enter the nation's universities influences their academic performance. Many students admitted via the Joint Admission and Matriculation Board (JAMB) do not possess a good academic quality in their respective subject areas. Today, many students who are accepted to colleges and universities, particularly the University of Lagos, do badly academically (Nwosu, 2020). The majority of them are recommended to leave from their studies due to their inability to handle the rigorous academic workloads in their courses, while the vast majority barely achieve the needed Cumulative Grade Point Average (CGPA) to advance to the next level and graduate. In addition, the entrance requirements of cathment areas, educationally disadvantaged regions, and the quota system are concerns that have plagued our education system and, if not addressed, might contribute to the decline of educational standards in Nigeria, particularly at the university level.

1.3       Objective of the Study  

The main purpose of this study is to investigate the entrance mode of student into the university and its effect on  their academic achievement. This study will also examine the following:

i.          To examine whether entrance mode of students into University will affect their academic achievement.

ii.        To investigate whether there is any difference between the academic performance of students who entered the University through JAMB and through foundation programme.

iii.      To find out the difference in academic achievement of male and female students who are admitted into the university through unified tertiary matriculation examination.

iv.      To examine the difference in the academic achievement of male and female students who are admitted into the university through direct entry admission.

1.4       Research Questions

The following research questions will be raised in this study:

i.          Does entrance mode of students into University will affect their academic achievement?

ii.        Is there any difference between the academic performance of students who entered the University through JAMB and through foundation programme?

iii.      Is there a difference in academic achievement of male and female students who are admitted into the university through unified tertiary matriculation examination?

iv.      Is  there a difference in the academic achievement of male and female students who are admitted into the university through direct entry admission?

1.5       Significance of the study

This study will be beneficial to the following individuals:

Students – The students, especially the undergraduates will find this study very important because its findings and recommendations will serve as pieces of information to them concerning the mode of entry to the University and the resultant academic achievement.

Lecturers – Would be able to know the more that, the academic performance of students depends majorly on their modes of entry into the University. With the results and recommendation of this study, lecturers will have more information on the University admissions mode and their outcomes on students’ academic careers.

The school Authorities – The school authorities no doubt, would be in-the-know concerning admission modes and their effects on students’ learning outcomes in the school, especially at University of Lagos. With these information at the disposal of the school authorities, they would be able to reformulate policies on admissions.

Government/Ministry of Education - The government and the ministry of Education both at the Federal and State levels, would benefit from this because, it will enable them to know clearly the effects of mode of entry of students, on their academic achievement especially at the University of Lagos.

The society – The larger members of the society would be able to appreciate that the academic performance of student cannot be separated absolutely from their mode of entry into the University. With this, the members of the society would know the roles played by University admission and students’ academic performance at schools.

1.6       Scope  of the study

The study will examine whether entrance mode of students into University will affect their academic achievement. The study will also investigate whether there is any difference between the academic performance of students who entered the University through JAMB and through foundation programme. The study will further find out the difference in academic achievement of male and female students who are admitted into the university through unified tertiary matriculation examination. Lastly, the study will examine the difference in the academic achievement of male and female students who are admitted into the university through direct entry admission. Hence the study will be delimited to University of Abuja.

1.8       Definition of Terms

Entry Mode: This means the type of admission a students gains in order to enter any University in Nigeria.

Academic Achievement: By this, we mean the overall performance of students in the class tests, continuous assessment and terminal examinations conducted for students at the end of the academic session.

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