Relationship between Entry Qualification and Students’ Academic Achievement in Gombe State Tertiary Institutions. Nigeria
Adamu Mohammed, Anza Abel, Hananiya Philemon
The study investigated the relationship between entry qualification and students’ academic achievement in Gombe State tertiary institutions. Two objectives and two research hypotheses were formulated to guide the study. This study employ multiple correlation research design, the area of the study was Gombe state. The total population is 428 students’ folders. A purposive sampling technique was used in this study. The population sample for this study was made up to 428 students’ folders from the institutions under study from 2013/2014 – 2015/2016 academic sessions using balloting technique, a pro forma was administered to each institution selected for data collection. However the researcher designs two (2) pro forma for data collection. It obtain information on students number, O-Level result, Mode of entry, and CGPA scores, it also contained the name of school, faculty, and academic session in particular. In order to determine the validity of the instruments, opinion of professionals in the Department of Science Education in Modibbo Adama University of Technology Yola, is ascertained. After the construction of the instrument, three (3) experts validated instrument for both content and face validity. A reliability coefficient of 0.86 and 0.92 was obtained which shows a high reliability. The researcher collect an introductory letter to allow the researcher have access to the data needed with the help of research assistants (RA’s). In other to answer the null hypothesis, Pearson Product Moment correlation coefficient was used. On the basis of finding of the study it was concluded that students’ entry qualification, students’ mode of entry have significant relationship with students’ academic achievement in Gombe State tertiary institutions. Recommendation was made that students from certificate entry qualification need monitoring and mentoring to ensure better academic performance.