Gender and Faculty of Study as Predictors of Undergraduate Students’ Academic Achievement in Tertiary Institutions in Nigeria

Main Article Content

L. I. Akunne
T. U. Chigbo-Obasi

Abstract

Aims: To determine gender and faculty of study as predictor of undergraduate students’ academic achievement in tertiary institutions in Nigeria.

Study Design:  Ex-post facto research design.

Methodology: The sample for the study was 632 100 level students selected using simple random sampling technique of balloting without replacement. These students were selected from tertiary institutions sampled for the study. The data collected were pre-existing results of 100 level students on General mathematics retrieved from the respective departments sampled earlier. Data collected was analyzed using simple regression analysis.   

Results: The results of this study revealed that gender of undergraduate students had R2 change of 0.004. This indicates that gender had the predictive power of 0.40 percent for undergraduates’ achievement in General Mathematics. Also, at 1df numerator, 631 df denominator and P=.05, the calculated F value 2.54 is less than the critical F value of 3.84. Therefore, gender of undergraduates in tertiary institutions is not a significant predictor of their achievements in General Mathematics. On the other hand, the results showed that undergraduate students had R2 change of 0.009. This indicates that faculty of study had the predictive power of 0.90 percent for undergraduates academic achievement in General Mathematics. Also, at 1df numerator, 631df denominator and P = .05, the calculated F value 6.78 is greater than the critical F value of 3.84. Therefore, students’ faculty of study in tertiary institutions is a significant predictor of their achievements in General Mathematics.

Conclusion: Based on the analysis carried out, it was concluded that gender of undergraduates in tertiary institutions is not a significant predictor of their achievement in General Mathematics. On the contrary, students’ faculty of study in tertiary institutions was found to be a significant predictor of their achievements in General Mathematics.

Keywords:
Academic achievement, faculty of study, gender, student’s, tertiary institution, undergraduate.

Article Details

How to Cite
Akunne, L. I., & Chigbo-Obasi, T. U. (2020). Gender and Faculty of Study as Predictors of Undergraduate Students’ Academic Achievement in Tertiary Institutions in Nigeria. Advances in Research, 20(5), 1-6. https://doi.org/10.9734/air/2019/v20i530169
Section
Original Research Article

References

Steinmayr R, Meibner A, Weidinger AF, Wirthwein L. Academic Achievement. Oxford Bibliographies Online Datasets; 2014.
DOI:10.1093/obo/9780199756810-0108

Habibollah N, Rohani A, Tengku AH, Jamaluddin SV, Mallan K. Gender differences in creative perceptions of undergraduate students. Journal of Applied Sciences. 2009;9(1):167-172.

Cookig CJL. Similarities and differences between boys and girls; 2014.
Available:https://www.education.com/.../similarities

John W, Susan C, Stephen P, Patrick R, Anindita S, Richard T. The condition of education: National center for education statistics; 2003.
Available::http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html

Adeyomi AH, Kuye BC. Gender, age and faculty of study as correlates of Academic Achievements among university undergraduate students in Oyo State, Nigeria. Asian Pacific Journal of Multidisciplinary Research. 2006;4(2):111-120.
Available: www.apjmr.com

Ifedioramma CD. Marital status, age, gender and faculty of study as predictors of undergraduate students’ academic achievement in Nnamdi Azikiwe University, Awka. An Unpublished Master Thesis Submitted to the Department of Guidance and Counselling, Nnamdi Azikiwe University, Awka; 2018.

Nworgu BG. Educational research: Basic issues of methodology. Ibadan: Wisdom Publishers Ltd; 2015.

Owolabi J, Etuk-iren OA. Effect of gender, age and mathematics anxiety on college students’ achievement in Algebra. The Journal of Mathematical Association of Nigeria. 2014;34(1):106-111.

Okoh EE. Influence of age, financial status, and gender on academic performance among undergraduates. Journal of Psychology. 2010;1(2):99–103.

Malambo, V. An analysis of some factors affecting student academic performance in an introductory biometric course at the University of the West Indies. Journal of Applied Psychology. 2012;1(2): 79–92.

Bain S, Knight M. The successful graduate student: A review of the factors for success. Journal of Academic and Business Ethics. 2009;3(2):1-9.
Available:http://aabri.com/manuscripts/10569.pdf