Prior to this era, individual universities in Nigeria conducted concessional examinations for the selection of their prospective students. Other compulsory condition was the possession of five credit passes in the relevant subjects in the ordinary level certificate. The other mode of entry was the direct admission of students into the direct second year level of candidates who possessed either the national diploma certificate or the general certificate of education at the advanced level in the relevant papers. Problem arose, where students had multiple admissions in several universities and those who could not afford to write admission examinations to multiple institutions and the not too brilliant students were deprived the opportunity of admission into the very limited Universities. These reasons caused the Federal Government of Nigeria to establish the Joint admission and Matriculation Board (JAMB) in 1978. Today, studies showed that JAMB and WAEC alone can no more ascertain the ...

This research investigated the Relationship between Students Entry Qualifications and Academic Performance in Shehu Shagari College of Education, Sokoto-Nigeria. The design employed was correlational of a survey type. The total number of the population was (5,800) students and the sample selected was (361) students using Krejcie and Morgan (1979) table for determining sample size. The technique used for selecting respondents was stratified random sampling. A self-designed instrument for data collection titled 'Students Entry Qualifications Inventory (SEQI)' was employed. Pilot study was conducted and reliability index of 0.82 was obtained using Cronbach Alpha at 0.05 significance level. There are three research questions and three hypotheses. However, the data has been analysed using Pearson Product Moment Correlation (PPMC). It was found in the study that, there was no significant relationship between entry qualifications (WAEC, NECO, NABTEB) and students' academic performance in Shehu Shagari College of Education Sokoto. It was concluded therefore that, it is not in all cases that students' entry qualifications can be used to predict academic performance in tertiary institutions. Other factors such as age, work experience and participation in co-curricular activities at secondary level could be explored before admitting students.. The paper recommends that; students with good WAEC, NECO, and NABTEB results should be given admission into the Colleges of Education and adequate measures should be taken by WAEC, NECO and NABTEB in order to improve the quality of the items and in the area of continuous assessment. 1 INTRODUCTION In Nigeria's education system, priority is being given to qualification to secure an admission for basic, post-basic, and tertiary education. To encourage enrolment into schools in recent years, especially admission into tertiary institutions, entry procedure is made flexible to allow a wider range of candidates to pursue their higher education. The result of this comparative study on the effect of entry qualification toward academic performance will provide significant information to the academic management and academicians on the appropriate measures to improve academic performance of students regardless of their entry point qualification. Although predicting future performance from previous achievement is difficult, many researchers have concluded that entry qualification do predict success or otherwise in high education. Ogbonnaya, Okpurukara, Iheanacho, and Ndu, (2014) reported in their study involving 390 students from two basic nursing schools in Nigeria concluded that entry qualification

This study compared the performance between male and female undergraduate students of faculty of education, Kebbi state university of science and technology, Aliero. Nigeria. The research design of this study is a combination of two research designs, namely documentary analysis and survey design. The population of the study comprised of the entire undergraduate students from the faculty of education. A sample of 350 students was drawn from the target population. Stratified random sampling was used to determine the sample size of male and female in the quantitative approach. Simple random sampling was used to select the actual students that participated in the study. The instrument used for the collection of data was questionnaires. To establish the validity of the instrument, experts and professionals were consulted. The collected data from the pilot study were statistically analyzed to determine the reliability coefficient. The study also used the final cumulative grade point average (CGPA) of students' examination results in 2019/2020 academic session of the sampled students obtained from the examination officer for the analysis. The independent t-test statistics was used to test the hypotheses at 0.05 levels of significance. The findings revealed that the male and female students of the faculty of education have no significant difference in their academic performance even though the male students had slightly higher mean scores than the female students. It is concluded that there are no longer distinguishing

Until recently entrance examination and admission into Nigerian Universities were decentralized. Individual universities conducted entrance examinations and admission into their various universities. This decentralization of university admission brought about numerous problems among which were multiple admission of a student at the detriment of other students who have not gained admission, irregularities and malpractices. To address these problems JAMB was introduced in 1977 in order to centralize and coordinate university admissions in Nigeria. For almost three decades of JAMB conducting entrance examination and admissions in Nigeria universities (1997-2006), the body has faced a lot of criticisms by most scholars and leaders in the country. JAMB conduct was seen as an inconsistent and incompetent entrance examination in Nigeria universities. Due to the perceived lapses in the JAMB conducted examination which was characterized by examination malpractices which made the result of candidates doubtful, Nigerian Universities decided to conduct another screening test which is called Post UTME for the candidates who were able to score from 180 and above. Therefore, there is need to find out the degree of correlations between candidates' scores in UTME and Post-UTME in order to determine whether the introduction of the Post-UTME by Nigerian universities is justifiable or not. Data were collected for five years 2010-2014 and were analyzed using correlation analysis. The result showed that candidates' scores in Jamb don't actually represent their true scores or ability. There is a weak relationship that existed between candidates' scores in JAMB and their corresponding score in PUTME. In the period under study. The results of the research work imply that: Jamb scores of candidates differ from their corresponding scores in PUTME. It is better to maintain the two examination so as to act as check and balance for the screening of candidates seeking admission into the universities.

A major criterion for determining the eligibility of candidates for admission into Nigerian Universities

This paper examines the strength of agreement between academic performances of students after their first and final years in the University. Academic performances of a total of 886 students that were admitted into various academic programs in the Faculty of Science, University of Ilorin, during the 2008/2009 academic session were followed-up to their year of graduation in 2012. Information on the grade point average (GPA) of students at the end of their first year in 2008, their final cumulative grade point average (CGPA) at the end of their studies in 2012 among others were collected. Results from this study generally showed a fair agreement between students' initial and final academic performances in Nigeria University system (p < 0.001). It was also found that about 50% of students maintained the classes of degrees they had in their first year till graduation,about 40% of them improved on their performances while the performances of about 7% of them dropped from what they had at their firstyear.Further results showed that students' performance is gender sensitive.Specifically, about 45% and 60% of female and male students maintained the classes of degrees they had during their first year in the University, about 50% and 30% of them improved on theirs while about 5% and 10% of them dropped from their initial academic performances at the end of their studies respectively. Finally, students in the Biological Sciences improved on their initial academic performances more than their counterparts in the Physical Sciences. Also, female students improved on their initial academic performances more than their male counterparts. This work will serve as useful counseling guide to prospective admission seekers into the Universities and all the stakeholders at enhancing students' academic performances in the University system.

This study investigated the dynamics of school discipline, admission criteria and student Academic Achievement in Universities in Oyo state, Nigeria. The study adopted descriptive survey research design with the total population that consisted all the staff and students in universities in Oyo State. Multi-stage technique was used to select four hundred and ninety six (496) students from three universities in the study area. A self constructed questionnaire tagged dynamics of school discipline, admission criteria and student academic achievement questionnaire (DSDACAAQ) and inferential statistics of Pearson Product Moment Correlation (PPMC) and Multiple Regression was used to analyze the data collected at p < 0.05 level of significant. The study revealed that school discipline has no significant influence on student academic Achievement in Universities in Oyo State. Cal, value=0.263, p>0.05, it also revealed no significant relationship between admission criteria and student academic achievement in universities in Oyo State. Cal, value=-0.043, p>0.05. The study had shown various statistics for regression analysis. The R value of 0.072 is an indication that multiple correlations among independent variables and dependent variables are low. The R 2 = 0.005, the study also revealed that admission criteria made the highest contribution to the student academic achievement (ß = 0.052, t =-1.079, p<0.05) followed by school discipline (ß =-0.061, t =-1.213, p<0.05) which were not significant. The recommended among others, that government and governing council of the Universities should abolish favouritism policy in admission criteria