Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng:8080/jspui/handle/123456789/876
Title: Pre-admission qualification and demographic factors of year one national diploma students of Federal Colleges of Agriculture as precursors of achievement in mathematics
Authors: Adeleke, J. O.
Appah, O. R.
Keywords: Demographic factors
Pre-admission qualifications
Precursors of mathematics achievement
Issue Date: Jun-2011
Abstract: Mathematics serves as a strong reinforcement to most courses offered in Federal Colleges of Forestry and Federal Colleges of Animal Health and Production Technology. Despite the importance of mathematics in colleges of agriculture, students' achievement in mathematics courses was not impressive. The observed performance could be explained by students' demographic factors and pre-admission qualification. This study investigated students' demographic factors (sex, age, fathers' highest qualification and occupation as well as mothers' highest qualification and occupation) and pre-admission qualification (senior secondary certificate examination and unified tertiary matriculation examination) as precursors of their cognitive achievement in mathematics. This study adopted correlational approach. Four hundred and four students of the colleges that sat for 2010 UTME and admitted into Federal College of Forestry Ibadan and Federal College of Animal Health and Production Technology Ibadan were used for the study. Data was collected from the colleges using students record files and achievement test in mathematics (difficulty level ranging from 0.4 to 0.5 and reliability coefficient = 0.83). The data was analysed using Frequencies, percentages/ and multiple regression analysis. The result showed that the highest percentage of students, 33.9 per cent scored between 40 and 50 per cent, 17.6 per cent failed while only 5.2 per cent scored 70 per cent and above. The independent variables regresses against achievement in mathematics had composite influence on achievement in mathematics (R = .347 and Adjusted R2=0.102; F(8,390)= 6.673; P<.05). It was also found that only UTME scores (β=.155; t=2.984; p<0.05) and mothers' occupation (β=-.176: t=-3.528: p<0.05) were significant factors that influenced achievement in mathematics. Based on findings, it is recommended that institutions should insist students obtain the required minimum UTME scores because it will go a long way in supporting them to achieve greater performance in their intended courses of study at the higher level.
URI: http://hdl.handle.net/123456789/876
ISSN: 1116-0381
Appears in Collections:Academic Publications in Institute of Education

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