AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN POSTUTME EXAMINATION AND STUDENT ACADEMIC ACHIEVEMENT
CHAPTER ONE
INTRODUCTION
1.1Background of the study
Meeting certain basic standards is required for an applicant to be considered for admission to a Nigerian institution. He or she must first obtain five applicable credits on the senior secondary school certificate test, which must include English and, in some cases, mathematics, among other subjects. In addition, such a candidate must sit for and pass the University Matriculation Examination (UME) administered by the Joint Admission and Matriculation Board (JAMB), as well as a post-university matriculation examination screening test (post-UME) administered by the selected university. Despite the stringent admissions requirements, most Nigerian students perform poorly in their semester exams and engage in a variety of examination malpractices, making the conduct of examinations difficult.
Examining is a time-consuming task that, in the worst-case scenario, can turn into a life-threatening or even fatal situation. Candidates may use prepared materials brought in by them to make up for knowledge deficiencies, either as hard copies hidden in obscure parts of the body or as soft copies stored in the memory of sophisticated handsets (Emeka, 2021). They may also obtain answers from outside the hall via text messages, use machineries to write illegal examinations, and write examinations for which they were not registered. Any action taken by a candidate to conceal or conceal knowledge deficiencies is defined as malpractice.
Several pieces of evidence from across Nigeria sparked our investigation. For example, it was revealed During the 2010/2011 academic session, a candidate, a second-year microbiology student estimated to be around 30 years old (official age 26), was discovered writing an examination for which he was not registered by the department of microbiology at the University of Port Harcourt. According to the investigation, his admission was via the UME/post UME procedure, where he received scores of 211 and 80, respectively, as well as a mean of 146. A review of his 2009/2010 computerized speed-sheet revealed a cumulative grade point average (CGPA) of 0.14. Following an extensive investigation, it was discovered that the student had been out of school for approximately ten years before being admitted to the university.
as part of a “concession” to study microbiology at the university. The observation that a candidate with a very low post-UME screening test score was still admitted prompted this study, which aims to investigate the relationship between students’ cumulative Grade Point Average [CGPA] in their fourth year of study and their performance in the university Matriculation Examination and post-UME Screening test, which is a major parameter for admission in Nigerian higher institutions.
1.2 Problem Identification
The relationship between UTME and Post UTME scores and student academic progress in Nigerian institutions is currently causing a stir. According to Akinniyi [2011], the majority of students who perform well in the UTME are accepted into universities.
due to the influence of their “god fathers” Regardless of the fact that being a godfather may help them get into college and possibly get a job in the future. It is important to note that, according to Akinniyi (2010), first-year students may not have a link with their UTME results. Against this backdrop, this study aimed to investigate the relationship between post-secondary examinations and student academic achievement.
1.3 The study’s purpose
The study’s overarching goal is to look into the relationship between post-secondary examinations and student academic achievement. The research will be guided by the following criteria:
To investigate the relationship between the post-university entrance examination and student academic achievement at Adeyemi University of Education.
To determine the level of academic standards required for university education in Nigeria.
To look into the widespread problem of obtaining admission via post-utme.
1.4 Hypothesis of Research
For the study, the following hypotheses have been developed:
H01: In Adeyemi University of Education, there is no significant relationship between post- utme examination and student academic achievement.
H02: In Nigeria, the level of academic standards required for university education is low.
1.5 Importance of the research
This study will benefit policymakers and the Ministry of Education by exposing them to the various problems encountered by students when writing post- utme examinations, as well as identifying ways to limit the problems with evidence and reference materials for policymaking in education.
The research will also be significant.
It will benefit the academic community by adding to the existing literature.
1.6 Scope of the Research
The research will look into the relationship between post-secondary examinations and student academic achievement at Adeyemi University of Education. The research will also determine the level of academic standards required for university education in Nigeria. Finally, the study will look into the widespread issue of gaining admission via post-utme. As a result, the research will be limited to Adeyemi College of Education.
1.7 Study Restrictions
The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire, etc.).
and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent researching will be reduced.
1.8 Term and acronym operational definitions
Post-UTME: A screening examination held after the UTME.
Academic Performance: The intellectual ability of a student’s performance as measured by their grades in specific school courses.
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