Pages: 37-43

Abstract

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.