- THE EFFECT OF BIRTH ORDER ON THE ACADEMIC PERFORMANCE OF THE ADOLESCENTS, IN SECONDARY SCHOOLS IN AJEROMI LOCAL GOVERNMENT AREA OF LAGOS STATE
- SOCIO-PSYCHOLOGICAL FACTORS OF HOME CONFLICT AS PREDICATORS OF ACADEMIC PERFORMANCE OF SOME SELECTED SECONDARY SCHOOL STUDENTS IN LAGOS STATE
- EFFECT OF BIRTH ORDER ON THE ACADEMIC PERFORMANCE OF THE ADOLESCENTS, IN SECONDARY SCHOOLS IN AJEROMI LOCAL GOVERNMENT AREA OF LAGOS STATE
- EFFECT OF CHILD-ABUSE ON ACADEMIC PERFORMANCE AND SOCIAL DEVELOPMENT OF ADOLESCENTS IN LAGOS METROPOLIS
- EFFECTS OF TEACHERS’ EXPERIENCE IN THE ACADEMIC PERFORMANCE OF STUDENTS IN MATHEMATICS
- SOCIO-ECONOMIC STATUS AS A PREDICTOR OF STUDENTS ACADEMIC PERFORMANCE IN LAGOS STATE
- SOCIO-PSYCHOLOGICAL FACTORS OF HOME CONFLICT AS PREDICATORS OF ACADEMIC PERFORMANCE OF SOME SELECTED SECONDARY SCHOOL STUDENTS IN ALIMOSHO LAGOS STATE
- THE CAUSES AND EFFECTS OF DRUG ABUSE ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN IKEJA LOCAL GOVERNMENT AREA
- IMPACT OF INSTRUCTIONAL MEDIA ON STUDENTS' ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS
- EFFECT OF STUDENTS’ ABILITIES, CLASS SIZE AND ACADEMIC ACHIEVEMENT (A CASE STUDY OF SENIOR SECONDARY SCHOOL STUDENTS IN BADAGRY LOCAL GOVERNMENT AREA OF LAGOS STATE)
FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF THE SANDWICH STUDENTS OF UNIVERSITY OF LAGOS
TABLE OF CONTENTS
Title page i
Table of Contents viii
CHAPTER ONE: INTRODUCTION
1.0 Introduction 1
1.1 Background of Study 1
1.2 The Problems of the Study 3
1.3 Purpose of Study 3
1.4 Research Question 3
1.5 Significance of the Study 4
1.6 Research Hypothesis 4
1.7 Scope of the Study 5
1.8 Limitation of Study 5
1.9 Definition of Terms 5
2.1 LITERATURE REVIEW 7
2.2 Personality Factors 7
2.3 Economics Factors 9
2.4 Environment Factors 12
2.5 School Factors 15
2.6 Conclusion on Literature Review 19
3.0 Research Methodology 21
3.1 Research Method 21
3.2 Target Population 21
3.3 Sample Size 21
3.4 Sampling Technique 22
3.5 Research Instrument 23
3.6 Field Testing of Instruments 24
3.7 Procedure for Data Collection 24
3.8 Procedure for Data Analysis 25
4.1 Introduction to Data Presentation and Analysis 26
4.2.0 Demographic Data 26
4.2.1 Age Distribution of Respondents 26
4.2.2 Marital Distribution of Respondents 27
4.2.3 Dependent/Children of Respondents 28
4.2.4 Respondents Primary Economics Support 28
4.2.5 Membership of Organization of Respondents 29
4.2.6 Factors Responsible for Academic Performance 30
4.2.7 Whether the Factor Effects are Strong 30
4.2.8 Effect that Reduces Confidence at Exam 31
4.2.9 Lack of Interest in a course and low mark
During Exam 31
4.2.10 Respondent Continuous Assessment and
Early Preparation for test 32
4.2.11 Respondent and Combining work and Academic 33
4.2.12 Respondents on Group Discussion and its
Effect on Academic Performance 34
4.2.13 Family Background and Effect on Academic
4.2.14 Respondents on Effect of Exam Malpractice
to Academic Performance 36
4.2.15 Whether Respondents Find it Difficult
Preparation Exam 36
4.2.16 On How Students Rates Themselves 37
4.2.17 Respondents and Strategies for Course
4.2.18 Respondents and Strategies for Improving
Environmental Education 38
4.2.19 On Leisure and its Importance in Academics 39
4.2.20 Respondents and Suggestions on
Improvement of Academic Performance 50
5.0 Findings, Conclusion and Recommendations 44
5.1 Discussion and Findings 44
5.2 Conclusion 46
5.4 Recommendations 48
FACTORS AFFECTING ACADEMIC PERFORMANCE AMONG SANDWICH STUDENTS OF UNIVERSITY OF LAGOS
1.1 BACKGROUND OF THE STUDY
Numerous studies, such as those carried out by Fullana Noe (1995) and Montero Marcos (1990) have sought to understand the factor which account for low students academic performance. Studies seeking to identify what determines academic failure frequently appear as a reaction to condition of change, such as plans for educational reform, or in response to critical situations.
The very concept of academic failure varies in its definition.
Radriguez castellanous (1986) considers academic failure as the situation in which the subject does not attain the expected achievement according to his or her abilities, resulting in an altered personality which affects all other aspect of life.
Similarly, Tapia (2002) notes, that the current educational system perceives that the student fails if he or she does not pass but more appropriate for determining academic failure is whether the student performed below his or her potential.
Grade Point Average (GPA) is a commonly used indicator for academic performance. A minimum GPA should be maintained in order to continue in the degree programmed. In University of Lagos, GPA of 3.0 or higher is considered an indicator for good academic performance.
Many factors could act as barrier to sandwich student attaining and maintaining a high GPA that reflect their overall academic performance during their tenure in university. These factors could be utilized by the authorities in the sandwich programme faculty in developing strategies to improve students learning and improve their overall academic performance.
Some of these factors which affect academic performance amongst sandwich students of university of Lagos are the focus for critical evaluation in this research which are:
1. Instructional resources
(a) Material resources (b) Human resources
2. Test Phobia or anxiety
3. Time management by sandwich students
4. Academic competence
5. Study techniques. 6. Age 7. Marital status
1.2 THE PROBLEM OF THE STUDY
There is a persistent poor performance among sandwich students. These academic (under achievements) have been attributed to certain factors such as, material and human resources, test anxiety, time management, academic competence study techniques, marital status and age.
1.3 PURPOSE OF STUDY
(1) To explore the factors affecting sandwich students’ academic performance
(2) To determine the differences in the levels of these factors with academic performance.
(3) Early detection and understanding reasons for academic failure may help some students perform better if adequate guidance for improvement is provided efficiently.
1.4 RESEARCH QUESTIONS
(1) What are the factors affecting sandwich students’ academic performance?
(2) To what extent do all these factors affect sandwich students’ performance?
1.5 SIGNIFICANCE OF THE STUDY
The following people will benefit from the findings of this study:
(b) Teachers; and
(c) School authority
(1) This study will help the students to learn good study techniques which will enhance their performance.
(2) It will help the school authority to attach more importance on the use of material and human resources in upgrading student’s performance.
(3) The school authority will make a better plan for educational reform to be able to suit a crash program.
(4) The teachers will be able to make use of the skill in them to impact knowledge to the students.
(5) The students will be able to manage their study time with other jobs and duties at home.
1.6 RESEARCH HYPOTHESIS
H 1 There is no significant relationship between age and academic performance.
H 2 There is no significant relationship between marital status and academic performance
1.7 SCOPE OF THE STUDY
This study covers all the year 2-4 sandwich students of University of Lagos.
1.8 LIMITATION OF STUDY
This study is limited to year 2-4 sandwich students of University of Lagos due to the following reasons.
(a) Time constraint (b) Shortage of fund
1.9 DEFINITION OF TERMS
Instructional Resources: Those things or resources that are needed in the school which aid in the effective teaching and learning. The resources can be grouped in to two.
(a) Material Resources: Those objects that helps students to learn effectively. It also makes the environment conducive for learning. It helps the students remember what they were taught. Example of material resources are, equipment, facilities, like library, laboratory, football field, textbooks, chalkboard, pictures, audio visual materials e.t.c.
(b) Human Resources: Availability of adequate human beings inform of teachers, both academic and non academic staff, making sure that the teachers are qualified.
Grade Point Average (GPA): It is a commonly used method which acts as an indicator for academic performance.
Academic Competence: Is defined as proficiency of students with respect to the content taught during courses over the past academic years and the ability to understand the course materials.
Strategic Studying Technique: Is defined as the knowledge and application of effective study skills, techniques or methods by students.
Time Management: Has been defined as clusters of behavioral skill sets that are important in the organization of study course load.
Test Anxiety: Is defined in this study as the reaction to stimuli that are associated with an individual’s experience of testing or evaluative situations.