Relationship between Cognitive Entry Characteristics and the Academic Performance of University Undergraduates in South West, Nigeria

Authors

  • L.O. Gbore Department of Guidance and Counseling, Faculty of Education, Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria.

Abstract

This study examined the relationship between cognitive entry characteristics, (SSCE, UME, ND and NCE) and academic performance (CGPA) of university undergraduates in South West, Nigeria. It employed ex-post facto research design.  The sample, 600 university undergraduates, were selected through stratified sampling technique from six government owned universities from South West, Nigeria.  One hundred students comprising 50 male and 50 female undergraduates were selected from each of the selected universities using stratified sampling technique. An Inventory, “entry characteristics and academic performa proforma”,   was used to collect data from records for the study.  Data collected for the study were analyzed using mean, standard deviation and correlational analysis.  The results showed that there is a positive and significant relationship between the criterion variable (CGPA) and cognitive entry characteristics (SSCE, ND and NCE). There is a low correlation coefficient (0.1751) between CGPA and University Matriculation Examination (UME) results.  There was a moderate correlation coefficient (0.6740) between CGPA and NCE results, and also between CGPA and ND results.  Based on the findings of the study, there is need to make.  NCE, ND and their equivalents the basic qualification for admission of candidates into undergraduate programmes in Nigerian universities to complement the admission of candidates with good and genuine SSCE and UME results in order  to improve the quality of academic performance of the university undergraduates in Nigeria..

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Published

2013-01-01

How to Cite

Gbore, L. (2013). Relationship between Cognitive Entry Characteristics and the Academic Performance of University Undergraduates in South West, Nigeria. Journal of Educational and Social Research, 3(1), 19. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/12093