CERTIFICATION

This is to certify that this project work is original and we testify it has never been
submitted either by part or whole for any previous degree in any institution, carried
out by Ayanyemi Olasunkanmi. O, Alao Nurudeen.M,
Akintomide Idown.F and Olaonipekun Alade.F of the Statistics Department,
Faculty of Physical Science, university of Nigeria, Nsukka .

-------------------------------------------- ------------------------------

Ayanyemi Olasunkanmi .O Date

-------------------------------------------- -------------------------------

Alao Nurudeen .M Date

--------------------------------------------- --------------------------------

Akintomide Idown .F Date

------------------------------------ ---------------------------

Olaonipekun Alade .F Date

ii
 APPROVAL
This Project work has been approved by the Department of Statistics, Faculty of
Physical Science, University of Nigeria, Nsukka, Enugu in partial fulfillment of the
requirement for the Award of Bachelor of Science Degree (B.Sc Hons) in
Computer Science and Statistics.

-------------------------------------------- ----------------------------

Dr. Mba Emmanuel I. Date

Project Supervisor

--------------------------------------------- -----------------------------

Dr. Mba Emmanuel Date

Head of Departmen

---------------------------------------------- ------------------------------

External Examiner Date

iii
 DEDICATION

This project is dedicated to The Almighty God who made us to be available again
to acquire more knowledge on earth. Also to our spouses for their support and
understanding during the study.

We say thank you all.

iv
 ACKNOWLEDGEMENT

We acknowledge The Almighty God for seeing us through this course and also the
efforts of our supervisor/lecturer, Dr. Emmanuel Mba, He is a wonderful teacher.

Other lecturers in the department are also acknowledged, Mr Udeh (R.I.P), Prof.
Ugwuowo, Mr Echezona, Mr Okereke and Mr Oguike for their great impact.

We say thank you all.

 v

ABSTARCT

Many empirical studies are carried out to explore factors affecting college
students performance. The focus of this research is that student performance in
intermediate examination is associated with students attitude towards attendance
in classes, time allocation for studies, parents level of income, mothers age and
parents education. This research is based on factors that affects students
performance developed on the bases of information and data collected through
survey from group of students of a higher institution.

vi
 TABLE OF CONTENT

Title Page i

Certification ii

Approval Page iii

Dedication iv

Acknowledgement v

Abstract vi

Table of Contents vii

CHAPTER ONE : INTRODUCTION

1.0 Introduction 1

1.1 Problem Statement 1

1.2 Research Objective 2

1.3 Research Hypothesis 3

1.4 Scope of Study 3

1.5 Significant of Study 3-5

1.6 Definition of Terms 5

1.7 Literature Review 6-10

CHAPTER TWO : DATA COLLECTION

2.0 Research Methodology 11

2.1 Research Design 11

2.2 Population Sample 11

2.3 Sampling Design and procedure 11

2.4 Data Collection method 11

2.5 SPSS (Statistical Package for Social science Analysis) 11

2.6 Problem Encounter on Field 12

CHAPTER THREE : ANALYSIS OF DATA

3.1 Data Representation 13 - 20

3.2 Data Analysis and Hypothesis Testing 21 - 32

CHAPTER FOUR : SUMMARY AND RECOMMENDATION

4.1 Finding 33

4.2 Conclusion 33

4.3 Recommendation 34

QUESTIONAIRE 35 38

REFERENCES 39 - 40

vii
 CHAPTER ONE

1.0 INTRODUCTION

Performance driven us to stressful schedules, Our worth becomes identified

with our work and no spot on the mountain is enough. Even the top is
unsatisfying as Alexander the great discovered when he wept because there
were no more worlds to conquer.
There have been various researches conducted to examine factors related to
the academic performance of students in tertiary institution.
Students academic performance is negatively affected by student negative
perception about their programmed and individual courses offered. They
also emphases that positive perception about courses held by student at the
end of the semester have positive impact on student performance.
Pascarella and Terenzini,(2005) sited major factors contributing to academic
difficulty as, peer, culture, academic major, college environment, faculty
contact, work, career choice, personal motivation, organization, study habit,
quality of effect, self esteem and perceived control.
The dimension of these factors can include both positive and negative
elements. For instance, work can be seen as a compliment to a student
academic and career interest or it could be seen as a competition for a
students time.
A student can have high self esteem which can support his/her academic
achievement or can have low self - efficacy which can be detrimental to their
success.
Even factors must be examined in light of the characteristics of the
individual student in order to identify the appropriate type of support and
assistance required.
Rosina J.O(East Caroline University 1976)assets that students academic
performance is much more dependent on achievement motive.
As a matter of fact, factors affecting students academic performance are
very complex and empirical studies on these factors are limited to some
extent, making it difficult to safely conclude on the precise factors that affect
student academics performance.

1
Aacademic performance is dependent on age, while on the other hand, it is
dependent of sex and preferred sitting position.
However, because of the individual nature of student academic performance
and differences in academic and grading policies among departments, the
Academic Board (AB) or Committee on Academic performance (CAP)
cannot set forth rigid standards of academic performance to be employed
throughout the institution. It is the responsibility of the AB and CAP
however, to see that the action on specific undergraduates proposed by the
individuals departments is reasonable consisting throughout the institutions.
The AB or CAP normally expects a minimum academic record reflecting the
satisfactory completion of certain unit of credit with a semester rating above
3.0 at the end of any regular semester, unless the committee has specifically
notified an individual student that a high level of performance is required.
But we base my research work finding on Age, Sex, Parents Status, Father
highest level of education, Club/Society in school and Proffered sitting
position using UNN (Lagos Campus) as a case study and focus our
questionnaires on student in the school taking from each department at
random.

1.1 PROBLEM STATEMENT

There are two groups of students as generally perceived i.e. those who
are positively transformed and those who are not transformed after
school. This study is investigating the factors responsible for disparity
in students performances along with identifying those factors which
help a student to make progress in his/her performance.

1.2 RESEARCH OBJECTIVES

The general objective of this research is to determine the factors
affecting academic performance of student in University of Nigeria,
Nsukka (Lagos Campus).
The specific objective includes:
i. To determine the effect of demographic variables such as age,
sex, marital status on academic performance.
ii. To determine the effect of educational background of the parent
on academic performance.

iii. To determine the effect of socio education status and

preferred sitting position on academic performance.
 iv. To determine the effect of engagement in social activities on
academic performance.
v. To determine the effect of father/guardian income on academic
performance.
1.3 RESEARCH HYPOTHESIS
Hypothesis 1: Students demographic variables such as age, sex,
marital status, have effect on academic performance.
Hypothesis 2: Parents educational background has an effect on
academic performance.
Hypothesis 3: Student socio economic status and preferred
sitting position have effect on academic performance.
Hypothesis 4: Father/Guardian income has an effect on academic
performance.
Hypothesis 5: Student engagement in social activities has an
effect on academic performance.

1.4 SCOPE OF STUDY

The research covers all the factors that are designed in the
questionnaire which affect the students academic performance using
University of Nigeria (Nsukka) Lagos Campus.

1.5 SIGNIFICANT OF STUDY

The major contribution of this, lies in the demonstration of a large
impact of the role of age, sex, preferred sitting position of a student,
student engagement in social activities, father/guardian income and
parents educational background can affect the students performance.
The research of this project is based on age, sex, parent educational
background, preferred sitting position and father/guardian income
using all departments in university of Nigeria, Lagos campus.
The most important student may be able to achieve superior
performance via personal traits, genetics code or any other factors. It
is also possible that some of the factors that have received significant
attention in past studies will prove to be only weakly related to student
performance in his study.

3
However, in the student performance literature, the closest thing to a
conceptual framework is the emphasis on combination of different

factors that are expected to influence the student performance i.e.

nutrition, residence, study hour etc. I have chosen my factors as
 pointed earlier keeping in view native setting. In addition, work in this
area has the potential to provide important suggestions to improve
standard and quality of education and performance of student that is
by no means deniable in a developing country like Nigeria.

1.6 DEFINITION OF TERMS

CUMULATIVE GRADE POINT AVERAGE: This is the weighted

average of the Grade Point Average (GPA) of the entire semester
students performance in any semesters, which is a function of the
course unit and weighted grade point.

HYPOTHESIS: These are the statement used in giving an assertion

about significance of issue or factors.

POPULATION: A population consists of an entire set of objects

observations, or scores that have something in common.

SAMPLE: This is a subset of a population.

STATISTIC: A statistic is defined as a numerical quantity calculated

in a sample; such statistics are used to estimate parameter.

SIMPLE RANDOM SAMPLING: This is a method in which a

sample of any given size (n) such that every member of parent
population has an equal chance of being selected into sample and the
selected is made unit by unit.

TARGET POPULATION: This is the population from which

representation (information) is decried.

FRAME: This is a list of sampling units.

4
ERRORS: Errors is statistics especially in the collection,
summarization and analysis of data basically relate to me difference
between the estimated value and the actual value of the subject(s)
under investigation.

TYPE 1 ERROR: A type 1 error is committed if we reject the Null

hypothesis (Ho) where it is true. The probability of committing type 1
error is called the level of significance of the test and is denoted by x.
 TYPE II ERROR: A type II error is committed if we accept the null
hypothesis (Ho) where it is false.

POINT ESTIMATE: A single value of a statistic that is used to

approximate a population parameter. The most efficient estimator is
the one with the smallest variance if we consider all possible unbiased
estimators of a parameter.

INTERVAL ESTIMATE: An interval estimate of a population

parameter is an interval of finite width, centered at the point estimate
of the parameter that is expected to contain true value of the
parameter.

LINE OF BEST FIT: The straight line is one the most

commonly used and most valuable to and cost analysis.

REGRESSION ANALYSIS: It is commonly used to quantify the

relationship between the indirect and pool over time.

CORRELATION ANALYSIS: This attempt to measure the strength

of such relationship between the variable by means of a single number
called a correlation coefficient.

P VALUE: It is the probability of observing data as or more

extreme as the actual outcomes when the null hypothesis is true.

CHI SQUARE TEST (2): This is a non parameter test, often

used to analyze categorical data.
5
1.7 LITERATURE REVIEW

A major contributing factor to academic success for students is family background,

for example, student at University of Nigeria, Nsukka (Lagos Campus) are
different from each other because they have been raised in different families. The
family is the student primary reference group for this reason, family background is
an important factor in determining a students definition of success at school and
whether or not a student will succeed based on that definition of success.

One study which researched East Asian students academic success found that the
East Asian culture places a high value on education because education is seen as a
means for achieving upward mobility, social respect, and self improvement
Schnieder and Leesy (1990). Whether or not a particular family views education in
the above manner will determine a students educational value. Students are aware
of their parents expectations and set standard which are similar to those of their
parents Schnieder and Leesy, (1990).

Numerous studies have been done which examine the influence of the socio
economic status of the parents on the academic achievement of children. In fact,
according to a study by Ernesto Pollitt direct effects on schooling and
performance are dramatic whenever the financial situation of the family or the
child poor health; impact him continue schooling Pollitt, (1984).

Even though many studies indicate the importance of socio- economic status on
academic achievement, it has been noted by Simmons and Alexander (1986) that
is, influence diminishes as the students move upward.

One model of how socio economic background is related to a students

performance show that a students socio economic background both directly and
indirectly relates to academic performance White, (1988), according to the model,
the students experience with significant others and individual attributes will be
affected by the parents education and occupation. White postulated that if socio
economic background affected student academic performance, then students from
secure socio economic background would be more likely to perform well in
University .white, (1988).

Another interesting variable is the role of the family as an influence on a students

academic success is whether or not the student is a first generation university.

As seen in both Whites (1988) research and Schneider and Leesy (1990), students
carry parental ideas about education with to the university. London found that first

Generation College by parents as a fulfillment of parents needs.

Once the student were at college, parent had a difficult time letting go of the
student, not wanting the student to make poor decision and discovered that these
students had to deal with changing family relationship more than student whose
parents had attended university. These changing relationships often tempted
student to cease their university education and to return home. On the other hand,
some parents were so driven to make their child succeed that they would push the
child into a field of study, which was undesirable to the child situation like this one
either caused success in university or disenchantment with university experience.
Londons research also revealed that the first generation student was often the child
of a family which was beginning to enter the middle class. Therefore, socio
economic background was also a factor when a family was able to send the first
generation to university.

Parents with higher educational status may tend to show more interest in educating
their children and in providing them with educational materials than parents with
lower educational status Simmons & Alexander L.( 1986, p88) and the same seems
to hold true along the socio economic status. Where parents from the higher
levels provide their children with the means necessary to take advantage of the
educational system, thereby stacking the deck against the children from poor
families, not necessarily due to lack of parental interest but to parental inability to
access needed materials. Anthony Layne concurs with this view when he cites a
study by Coombs (1985) which showed that all educational systems have a build
in bias favoring children whose parents attach a high value to education and who
instill in their offspring a strong motivation for education Layne A. (1991, p84).

However, it has been noted that when positive variables exits with low students
socio economic status, they have been shown to influence positively, the
academic achievement of children Hunsaker, S.L. ( 1995). The difference seems
to lie within a combination of environment, economic circumstances and personal
and parental attitude to education. Classroom environment can also influence
students level of motivation.

This can include the structural arrangement of the classroom physical comfort
level of the surrounding as well as the role the teacher plays in structuring the
learning environment, his or her attitude toward learning and instructional
methods.

In several studies carried out in the Georgia, U.S.A, it was found that the
conditions of the physical facilities had direct and significant effects on academic
achievement. In fact, it was noted by Holf (1994) that many of the physical
facilities at the public schools were in a state of disrepair and this was found to
have had significant effects on the morale of students, their health and their level of
academic achievement.

Even the very conditions of the buildings were noted to have had effects on the
levels of student achievement. Inefficient lighting, high temperatures, poor
ventilation, high noise level, the buildings age and even the color of the classroom
walls were cited as having negative effects on academic achievement.

However, S.S. Boocock cited a report by Summers and Wolf (1975) which stated
that the general physical faculties of schools do not make much difference, one
way or another, to students learning, Boocock, S.S. (1980 p204). He however
specified the limitations of the study by stating that there may well be benefit
from better facilities which were not reflected in these data. Furthermore, good
faculties may be important in attracting good teachers and improving teachers
motivation Boocock, S.S. (1980 p204).

Another major factor that contributes to academic success in university is the

degree of involvement a student has in extracurricular activities, particularly
involvement in religious activities and athletics. Participation in religious activities
enhances academic performance. By reviewing theories of religious effect in the
intellect, there is evidence that religion does not hinder success academically if not
supplementing it.

To begin, Durkheim places no negative effects of religion on intellect. Durkheim

states that science is a growth out of religion. We have seen that the essential
ideas of scientific logic are of religious origin, Durkheim (1947). Scientific
thought is only more perfect form of religious though,Durkheim, (1947).

David (1947) of Clark University sampled 635 undergraduates, concerning the

effects of religion on academic success. Zern took his sample from a small secular
liberal arts University. He tested academic success by scores on SAT scores
negatively, yet did not affect G.P.A Zern, (1987). In fact, later results indicated that
the more religiously committed contained a higher percentage of students scoring
higher on the SAT Zern, (1987).
Sports have a major place in Nigerian society. Involvement generally means some
sort of status for young people, football, athletics, are seen as an easy way to fame,
which someone avoids hard work, sacrifice, and commitment to excellence,
according to Haynes, (1990). Many would disagree with Haynes on this statement,
however, the names in which young people see sports is not of interest to us. The
point is that football, athletics are highly valued, therefore, it is important to know,
do sports negatively affect academic success.

According to Durbins research, involvement in athletics supports academic

success. Durbin (1986) found that 94% of dropouts in his study were not
participants in activities programs Durbin, (1986), one would think, if sports were
a negative influence on academics the percentage of participants. Durbins study
reveals just the opposite. He claims athletics develops self respect, self esteem, self
confidence, and a competitive spirit Durbin, (1986). All these qualities would be
advantageous in order to develop academically.

There still remain people who feel that participation in sports is a hindrance. Tom
Mc Millen claims that too much emphasis is put on sports, and not enough on
academic Mc Millen, (1991). He states that an extreme of anything is bad. He
admits that to completely remove sports would be a disadvantage to students.

Since the level to which participation in sports enhances the academic life has been
discussed, it would seem that other extracurricular activities would also enhance
success in school. The more one is involved in activities, the more one would
experience university life. Involvement satisfies the student, making the experience
more positive, resulting in better grades activities such as club involvement, choir
and the rest supplement education, as does religious involvement and athletics.
 10
CHAPTER THREE
ANALYSIS OF DATA

3.1 DATA REPRESENTATION

Frequency Table

DEPARTMENT OF THE RESPONDENT

Department Frequency Percent Valid Cumulative
Percent Percent
Valid Political Science 9 10.0 10.0 10.0
Marketing 16 17.8 17.8 27.8
Economics 15 16.7 16.7 44.4
International relation 8 8.9 8.9 53.3
Statistics/computer 23 25.6 25.6 78.9
Mass Communication 12 13.3 13.3 92.2
Computer Education 7 7.8 7.8 100.0
Total 90 100.0 100.0

LEVEL

Frequency Percent Valid Percent Cumulative

Percent
Valid Level 1 9 10.0 10.0 10.0
Level 2 10 11.1 11.1 21.1
Level 3 41 45.6 45.6 66.7
Level 4 30 33.3 33.3
Total 90 100.0 100.0

13
SEX

Frequency Percent Valid Percent Cumulative

Percent
Valid Male 46 51.1 51.1 51.1
Female 44 48.9 48.9 100.0
Total 90 100.0 100.0

MARITAL STATUS
 Frequency Percent Valid Percent Cumulative
Percent
Valid Single 85 94.4 94.4 94.4
Married 5 5.6 5.6 100.0
Total 90 100.0 100.0

AGE

Frequency Percent Valid Cumulative

Percent Percent
Valid Below 25yrs 38 50.0 50.0 50.0
25 30 52 50.0 50.0 100.0
Total 90 100.0 100.0

YOUR CURRENT CGPA

Frequency Percent Valid Percent Cumulative

Percent
Valid First Class 10 11.1 11.1 11.1
Second Class 19 21.1 21.1 32.2
Lower Class 48 53.3 53.3 85.6
Pass 13 14.4 14.4 100.0
Total 90 100.0 100.0

14
STATUS OF PARENT

Frequency Percent Valid Percent Cumulative

Percent
Valid Single 4 4.4 4.4 4.4
Married 49 54.4 54.4 58.9
17 18.9 18.9 77.8
Widow/Widower 20 22.2 22.2 100.0
Divorce 90 100.0 100.0
Total
 FATHERS HIGHEST LEVEL OF EDUCATION

Frequency Percent Valid Percent Cumulative

Percent
Valid Secondary 1 1.1 1.2 1.2
OND 5 5.6 5.8 7.0
HND 19 21.2 21.1 29.1
B.SC 20 22.2 23.3 52.3
Others 41 45.6 47.7 100.0
Total 86 95.6 100.0
Missing system 4 4.4
Total 90 100.0

MOTHERS HIGHEST LEVEL OF EDUCATION

Frequency Percent Valid Percent Cumulative

percent
Valid None 4 4.4 4.4 4.4
Primary 9 10.0 10.0 14.4
Secondary 9 10.0 10.0 24.4
OND 24 26.7 26.7 51.1
HND 25 27.8 27.8 78.9
B.SC 8 8.9 8.9 87.8
Others 11 12.2 12.2 100.0
Total 90 100.0 100.0

15
WORKING STATUS OF PARENT

Frequency Percent Valid Percent Cumulative

Percent
Valid Working 63 70.0 70.0 70.0
Pensioner 4 4.4 4.4 74.4
Self Employee 23 25.6 25.6
Total 90 100.0 100.0

ARE U SELF DEPENDENT

 Frequency Percent Valid Percent Cumulative
Percent
Valid No 12 13.3 13.3 13.3
Yes 78 86.7 86.7 100.0
Total 90 100.0 100.0

WHO IS YOUR SPONSOR

Frequency Percent Valid Percent Cumulative

Percent
Valid Parent/Guardian 7 7.8 7.8 7.8
Self 83 92.2 92.2 100.0
Total 90 100.0 100.0

HOW MANY HOURS DOES IT TAKE YOU TO GET TO SCHOOL

Frequency Percent Valid Percent Cumulative

Percent
Valid 0 30 minutes 18 20.0 32.2 32.2
1 hour or more 18 20.0 50.0 100.0
Total 36 40.0 100.0
Missing system 54 60.0
Total 90 1000.0

16
HOW OFTEN DO YOU USE THE LIBRARY

Frequency Percent Valid Percent Cumulative

Percent
Valid Very Often 29 3.2 3.2 32.2
Often 27 30.0 30.0 62.2
Seldom 9 10.0 10.0 72.2
Never 25 27.8 27.8 100.0
Total 90 100.0 100.0
 DO YOU BUY TEXTBOOK RELATED TO YOUR COURSE OF STUDY

Frequency Percent Valid Percent Cumulative

Percent
Valid Yes 82 91.1 91.1 91.1
No 8 8.9 8.9
Total 90 100.0 100.0

IF YES HOW MANY DO YOU HAVE

Frequency Percent Valid Percent Cumulative

Percent
Valid One Two 29 32.2 35.4 35.4
Three Five 50 55.6 61.0 96.3
Five and 3 3.3 3.7 100.0
Above 82 91.1 100.0
Total 8 8.9
Missing 90 100.0
System
Total

17

ARE YOU WORKING

Frequency Percent Valid Percent Cumulative

Percent
Valid No 16 17.8 17.8 17.8
Yes 74 82.2 82.2 100.0
Total 90 100.0 100.0

DO YOU BELONG TO ANY CLUB/SOCIETY ON CAMPUS

 Frequency Percent Valid Percent Cumulative
Percent
Valid No 67 74.4 74.4 74.4
Yes 23 25.6 25.6 100.0
Total 90 100.0 100.0

DO YOU PARTICIPATE IN ANY SPORTING ACTIVITY

Frequency Percent Valid Percent Cumulative

Percent
Valid Yes 16 17.8 18.0 18.0
No 73 81.1 82.0 100.0
Total 89 98.9 100.0
Missing system 1 1.1
Total 90 100.0

ARE YOU A MEMBER OF A RELIGIOUS ORGANIZATION

Frequency Percent Valid Percent Cumulative

Percent
Valid No 54 60.0 60.0 60.0
Yes 36 40.0 40.0 100.0
Total 90 100.0 100.0

18
ON THE AVERAGE, HOW MANY HOURS DO YOU STUDY IN A DAY

Frequency Percent Valid Percent Cumulative

Percent
Valid Less than 2hrs 6 6.7 6.7 6.7
2 4hrs 38 42.2 42.2 48.9
4 6hrs 28 31.1 31.1 80.0
Above 6hrs 18 20.0 20.0 100.0
Total 90 100.0 100.0

HAVE YOU EVER MISSED LECTURE

 Frequency Percent Valid Percent Cumulative
Percent
Valid Yes 20 22.2 22.2 22.2
No 70 77.8 77.8 100.0
Total 90 100.0 100.0

HOW OFTEN DO YOU ATTEND LECTURE

Frequency Percent Valid Percent Cumulative

Percent
Valid Very Often 81 90.0 90.0 90.0
Often 9 10.0 10.0
Total 90 100.0 100.0

WHERE IS YOUR PREFERRED SITTING POSITION

Frequency Percent Valid Percent Cumulative

Percent
Valid Front 42 46.7 46.7 46.7
Middle 30 33.3 33.3 80.0
Back 18 20.0 20.0 100.0
Total 90 100.0 100.0

19
ARE LECTURER PUNCTUAL IN ATTENDANCE

Frequency Percent Valid Percent Cumulative

Percent
Valid Yes 88 97.8 97.8 97.8
No 2 2.2 100.0 100.8
Total 90 100.0

ARE TUTORIALS ORGANIZED

Frequency Percent Valid Percent Cumulative

Percent
Valid Yes 88 97.8 97.8 97.8
No 2 2.2 100.0 100.8
Total 90 100.0

IF YES, DO YOU ATTEND THEM

Frequency Percent Valid Percent Cumulative

Percent
Valid Yes 88 88.9 90.9 90.9
No 8 8.9 9.1 100.0
Total 88 97.8 100.0
2 2.2
90 100.0

ATTENDANCE IN CLASS

Frequency Percent Valid Percent Cumulative

Percent
Valid 70% - 100% 87 96.7 96.7 96.7
70% - 74% 3 3.3 3.3 100.0
Total 90 100.0 100.0

20

3.2 DATA ANALYSIS AND HYPOTHESIS TESTING

3.2.1 Hypothesis One

Ho: Academic performance is independent of sex.

Hi: Academic performance is not independent of sex.

Table 1.1 Current CGPA * sex? Cross tabulation

SEX Total

Male Female
Current First Class 6 4 10
CGPA Second Class 17 2 19
Lower Class 19 29 48
Pass 4 9 13
Total 46 44 90

The data would be analyzed such that the descriptive statistics would be collected
and inferences would also be made statistical package for social scientist (SPSS)
would be employed for the analysis of the data.

CHI SQUARE ANALYSIS (2)

This is used to test for homogeneity and independency between two variables. The
test assumes at least measurement. As a non parametric test, it is used when
measurement on dependent variables can be categorized. Data in such
categorization normally comes in terms of frequencies or number of objects or
headcount in each category.

21
 2
2 (0i - Ei)
Ei
2 2 2 2
(
2 6 - 90
=
10x46
)( 10x44
4 - 90 )( 19x46
17 - 90 )( 19x44
2 - 90 )
10x46 10x44 19x46 10x44
90 90 90 90
2 2 2 2
( 48x46
17 - 90 )( 48x44
29 - 90 )( 13x46
4- 90 )( 13x44
9 - 90 )
48x46 48x44 13x46 13x44
2 90 90 90 90
0.159 + 0.165 + 5.47 + 5.730 + 1.235 + 1.287 + 1.05 + 1.056
2
= 16.152
2 2
D.R = Accept Ho if and reject if otherwise
tab > cal

From the analysis findings on gender, respondent showed that 46(51.1%) of the
100 respondent sampled are male, while 44(48.9%) were female. Academic
performance of students does not depend on Gender. (2 cal. > 2 tab.) i.e 0.230 >
0.05, therefore I reject the null hypothesis (Ho).

3.2.2 Hypothesis Two

Ho: Academic performance is independent of AgeHi: Academic performance is

not independent of Age.

22
Table 1.2 Current CPGA * Age? Cross tabulation

AGE TOTAL
Below 25 Below 25yrs
25yrs 30yrs
Current First Class 6 4 10
CGPA Second Class 11 8 19
Lower Class 21 27 48
Pass 0 13 13
Total 38 52 90

CHI SQUARE TEST

Value Df Asymp.Sig. (2
Sided)
Pearson Chi Square 12 3 .006
Likelihood Ratio 17.047 3 .001
Linear by Linear 1.585 1 .208
Association 90
N of Valid Cases

(Source: Field Research, 2011)

23
 2
2 (0i - Ei)
Ei
2 2 2 2
2 6-
=
(10x38
90 )( 10x52
4 - 90 )( 19x38
11 - 90 )( 19x52
8 - 90 )
10x38 10x52 19x38 10x52
90 90 90 90
2 2 2 2
(48x38
21 - 90 )( 48x52
27 - 90 )(
0- 90
13x38
)( 13x52
13 - 90 )
48x38 48x52 13x38 13x52
2 90 90 90 90
0.77 + 0.559 + 1.125 + 0.81 + 0.024 + 0.018 + 5.5 + 4.0
2
= 12.806
2 2
D.R = Accept Ho if and reject if otherwise
tab > cal

From the analysis, respondent showed that 38(42.2%) of the 100 respondent
sampled were below 25yrs, while 52(57.8%) were 25 30yrs. Academic
performance of students does not depend on their Age. (2 cal. < 2 tab.) i.e 12.806
< 0.05, therefore I accept the null hypothesis (Ho).

3.2.3 Hypothesis Four

Ho: Academic performance is independent of Parent Status.

Hi: Academic performance is not independent of Parent Status.

24

Table 1.3 Current CPGA * status of parents? Cross tabulation

 STATUS OF PARENT
TOTAL
Singl Married Widow/Widower Divorced Single
e
Current First Class 0 8 2 0 10
CGPA Second Class 7 7 5 4 19
Lower Class 1 26 5 16 48
Pass 0 8 5 0 13
Total 4 49 17 20 90

2
2 (0i - Ei)
Ei
2 2 2 2
2 (0 -
10x4
90 )( 10x49
8 - 90 )(
10x17
2 - 90
10x20
0 - 90 )( )
10x4 10x49 10x17 10x20
90 90 90 90
2 2 2 2
( 19x4
3- 90 )( 19x49
7 - 90 )(
19x17
5- 90
19x20
4 - 90 )( )
19x4 19x49 19x17 19x20
90 90 90 90
2 2 2 2
( 4x48
1 - 90 )( 48x49
26 - 90 )(
48x17
5- 90
48x20
16 - 90 )( )
4x48 48x49 48x17 48x20
90 90 90 90
2 2 2 2
( 13x4
0 - 90 )(13x49
8 - 90 )(
13x17
5- 90
13x20
0 - 90 )( )
13x4 13x49 13x17 13x20
90 90 90 90

2
0.4+ 1.25 + 0.0053 + 2.2 + 5.554 + 1.06 + 0.54 + 0.0095 +0.5762 + 0.0918 + 1.847 +2.751 + 0. 58 + 0. 1141 + 2. 46 + 2. 9
2
27.6601
2 2
D.R = Accept Ho if > and reject if otherwise
tab cal

25
CHI Square Tests
 Value df Asymp. Sig. (2
sided)
Pearson Chi Square
Likelihood Ratio 22.340 9 .008
Linear by Linear 25.721 9 .002
Association .778 1 .375
N of Valid Cases 90

(Source: Field Research, 2011)

From the analysis, respondent showed that 4(4.4%) were single, 49(54.4%) were
married, 17(18.9%) were widow/widower and 20(22.2%) were Divorce. Academic
performance of students does not depend on status of parents. (2 cal. < 2 tab.) i.e
0.080 < 0.05, therefore I accept the null hypothesis (Ho).

3.2.4 Hypothesis Four

Ho: Academic performance is independent of Father Education Level.

Hi: Academic performance is not independent of Father Education Level.

Table 1.4 Current CPGA * Fathers Highest Level of Education?

Cross tabulation

FATHERS HIGHEST LEVEL OF EDUCATION

Secondary OND HND B.SC Others Total

Current First Class 0 1 2 1 6 10

CGPA Second Class 1 0 4 5 6 16
Lower Class 0 4 10 14 19 47
Pass 0 0 3 0 10 13
Total 1 5 19 20 41 86

26
 2
2 (0i - Ei)
Ei
2 2 2 2
2 (0 -
10x1
86 )( 10x5
1 - 86 )(
19x10
2 - 86 )(
10x20
1 - 86 )
10x1 10x49 19x10 10x20
86 86 86 86
2 2 2 2
10x41
(6 - 86 )( 16x1
1 - 86 )(
16x5
0- 86 )(
16x19
4 - 86 )
10x41 16x1 16x5 16x19
86 86 86 86
2 2 2 2
( 16x20
5 - 86 )( 16x41
6 - 86 )(
47x1
0- 86 )(
47x5
4 - 86 )
16x20 16x41 47x1 47x5
86 86 86 86
2 2 2 2
( 47x19
10 - 86 )(47x20
14 - 86 )(
47x41
19- 86 )(
13x1
0 - 86 )
13x4 47x20 47x41 13x1
86 86 86 86
2 2 2 2
( 13x5
0 - 86 ) (3 - 13x19
86 ) (0- 86 ) (10 - 86 )
13x20 13x41

13x5 13x19 13x20 13x41

86 86 86 86

2
0. 12+0. 30 + 0. 0199 + 0. 759 +0. 3172 +3. 453 +0. 930 +0. 626+0. 440 + 0. 55 +0. 603+0. 014 +0. 591+0. 862 +0.5189+0.151
+0. 756+0. 00589+3. 023+2. 33
2
15.806
2 2
D.R = Accept Ho if and reject if otherwise
tab > cal

27

CHI Square Tests

 Value df Asymp. Sig. (2
sided)
Pearson Chi Square 15.649 12 208
Likelihood Ratio 18.973 12 089
Linear by Linear 630 1 427
Association 86
N of Valid Cases

(Source: Field Research, 2011)

From the analysis, respondent showed that 1(1.1%) of the 100 respodent sampled
are secondary holders, 5(5.6%) are OND holder, 19(21.1%) are HND holders,
20(22.2%) are Bsc holders while 41(45.6%) hold order qualification. Academic
performance of students does not depend on fathers level of education. (2 cal > 2
tab) i.e, 0.208 > 0.05, therefore I reject the null hypothesis (Ho).

3.2.5 Hypothesis Five

Ho: Academic performance is dependent of club/society on campus.

Hi: Academic performance is not independent of club/society on campus.

Table 1.5 Current CPGA * do u belong to any club/society on campus?

Cross tabulation

DO YOU BELONG TO Total

ANY CLUB/SOCIETY ON
CAMPUS
Yes No Yes
Current First Class 6 4 10
CGPA Second Class 11 8 19
Lower Class 39 9 48
Pass 11 2 13
Total 67 23 90
28
 2
2 (0i - Ei)
Ei
2 2 2 2
(
2 6 - 90
=
10x67
)( 10x23
4 - 90 )( 19x67
11 - 90 )( )
19x23
8 - 90
10x67 10x23 19x67 10x23
90 90 90 90
2 2 2 2
( 48x67
39 - 90 )( 48x23
9 - 90 )( 13x67
11- 90 )( )
13x23
2 - 90
48x67 48x23 13x67 13x23
2 90 90 90 90
0.26 + 0.75 + 0.68 + 1.96 + 0.305 + 0.885 + 0.174 + 0.512
2
= 5.526
2 2
D.R = Accept Ho if and reject if otherwise
tab > cal

29

CHI Square Tests

 Value df Asymp. Sig. (2
sided)
Pearson Chi Square 15.649 12 208
Likelihood Ratio 18.973 12 089
Linear by Linear 630 1 427
Association 86
N of Valid Cases

(Source: Field Research, 2011)

From the analysis, respondent showed that 67(74.4%) of the 100 respodent
sampled answered Yes, while 23(25.6%) answered NO. Academic performance of
students does not depend on whether student belong to any Club/Society on
campus. (2 cal > 2 tab) i.e, 0.127 > 0.05, therefore I reject the null hypothesis
(Ho).

3.2.6 Hypothesis Five

Ho: Academic performance is independent of Preferred Sitting Position.

Hi: Academic performance is not independent of Preferred Sitting Position.

Table 1.5 Current CPGA * Preferred Sitting Position?

Cross tabulation

WHERE IS YOUR Total

PREFERRED SITTING
POSITION?
Front Middl Back Front
e
Current first class 1 5 4 10
CGPA Second class 12 6 1 19
Lower class 20 16 12 48
Pass 9 3 1 13
Total 42 30 8 90
30
 2
2 (0i - Ei)
Ei
2 2 2 2
2 (1 -
10x42
90 )( 10x30
5 - 90
18x10
4 - 90 )( 11x42
12 - 90 )( )
10x42 10x30 18x10 11x42
90 90 90 90
2 2 2 2
( 19x30
6- 90 )( 19x18
1 - 90 )(
48x42
20- 90
48x30
16 - 90 )( )
19x30 19x18 48x42 48x30
90 90 90 90
2 2 2 2
( 48x18
12 - 90 )( 13x42
9 - 90 )(
13x30
3- 90
13x18
1 - 90 )( )
48x18 13x42 13x30 13x18
90 90 90 90

2
2 . 9 + 0 . 876 + 2 + 1 . 08 + 0 . 014 + 2 . 06 + 0 . 257 + 0 + 0 . 6 + 1 . 4 + 0 . 39 + 0 . 985
2
12.5621
2 2
D.R = Accept Ho if > and reject if otherwise
tab cal

31
CHI Square Tests
 Value df Asymp. Sig. (2
sided)
Pearson Chi Square 15.649 12 208
Likelihood Ratio 18.973 12 089
Linear by Linear 630 1 427
Association 86
N of Valid Cases

(Source: Field Research, 2011)

From the analysis, respondent showed that 42(46.7%) of the 100 respondent
sampled sit at the front during lectures, 30(33.3%) sit in the middle while,
18(20.0%) sit at the back. Academic performance of students does not depend on
Preferred sitting positions. (2 cal > 2 tab) i.e, 0.080 > 0.05, therefore I reject the
null hypothesis (Ho).

32

CHAPTER TWO
 DATA COLLECTION

2.0 RESEARCH METHODOLOGY

In this chapter, the following points will be discussed. Research Design, Research
Sample, Populated Sample, Sampling Design and Procedure, Data Collection
Method, Data Analysis, Chi Square Analysis and Problems Encountered on field.

2.1 RESEARCH DESIGN

Survey design was used in the study. The data collected was primarily through the
use of a well defined questionnaire.

2.2 POPULATION SAMPLE

A sample of 100 students was taken from the UNN (Lagos) Part Time,
2007/2011 Session. This comprises of Mass Communication Department,
Department of Economics, Department of Statistics, Department of Political
Science, and Department of Marketing.

2.3 SAMPLING DESIGN AND PROCEDURE

Students were briefed clearly about the questionnaire and it took an average half an
hour to fill the questionnaires. Selection of students was at random. Out of these
students, those selected were the ones that were voluntarily willing to fill the
questionnaire. 90 questionnaires were filled with the response rate of which 44
were females and 46 were males.

2.4 DATA COLLECTION METHOD

The type of data to be used as said earlier is primary data, and this would be
collected through the use of questionnaire (Appendix 1) and to get the accurate
CPGAs they would be collected from the notice boards.

11

2.5 SPSS (STATISTICAL PACKAGE FOR SOCIAL SCIENCES)

SPSS is usually part of the general network available in the computer labs and
residence halls of most university campus. To activate SPSS, sign on to the
network with your username and password. Then click the start icon in the lower
left - hand corner of the screen followed by network program > academic
applications > SPSS for windows.

SPPS appears on the screen looking like most other windows program.

Two windows are initially available: the data input windows and the output
windows. When SPSS first comes up, it is ready to accept data. To begin entering
data, look at the menu options across the top of the screen file, edit, view, data,
transform, analyze, graph, utilities, window and help. Clicking on one of these
options, open a menu of related options, many of which will not be available until
enough information has been provided to allow the procedures to run.

POSSIBLE PITFALLS

A set of data may be correct, but may be wrong for the analysis technique
applied (correct data, wrong technique).
The analysis technique may be right, but the data may be error free.

These two possible situations will definitely lead to a wrong result.

However, the main objectives of any analysis is to get the right set of data, in the
right input format using the right analytical method to obtain the right result
require for taking the right decision.

2.6 PROBLEMS ENCOUNTERED ON FIELD

The main problem encountered was to locate students, though callbacks

were employed to reduce the non response rate, callbacks in some instances was
about 3 times, but I still had a non response rate of 10 questionnaire in filled.

12

CHAPTER FOUR
 SUMMARY AND RECOMMENDATION

4.1 FINDINGS

From the analysis, it was observed that;

Out of the six variable: Age of students, Sex of students, Status of parents,
Fathers level of education, Sitting position and Club/Society on campus,
only Age and Status of parent affect students academic performance.
There is a positive but weak relationship between Age, Sex and Students
academic performance.
There is a very weak and negative relationship between students academic
performance and preferred sitting position.

SUMMARIZED RESULTS OF CHI SQUARE ANALYSIS (2)

VARIABLES P VALUES
AGE 0.002
SEX 0.230
STATUS OF PARENT 0.008
FATHERS LEVEL OF EDUCATION 0.208
SITTING POSITION 0.080
CLUB/SOCIETY ON CAMPUS 0.127

4.2 CONCLUSION

The following conclusions were reached on my finding.

The Chi square test shows that academic performance does not depend on
gender of students.
The Chi square test shows that academic performance does not depend on
Fathers level of education and sitting position of students.
Students socio economic status has no effect on academic performance.
Student engagement in social activities has no effect on academic
performance.
Academic performance only depends on age and status of parents.
33

4.3 RECOMMENDATION
 In view of the analysis carried out to improve and maintain a high education
culture in our tertiary institutions, the following suggestions are strongly
recommended.
Other factors responsible for student academic performance should be
sought out, that is the status of the parents.
The institution should admit more of under 25 years old applicants into the
degree programme.

34

QUESTIONNAIRE ON THE EFFECT OF AGE, GENDER, LOCATION OF

STUDENT AND PREFERRED SITTING OF STUDENTS ACADEMIC
PERFORMANCE IN 100L, 200L, 300L, AND 400L USING SCHOOL OF
SCIENCE, UNIVERSITY OF NIGERIA,NSUKKA,LAGOS CAMPUS AS A
CASE STUDY.

PLEASE Tick X WHERE APPROPRIATE, UTMOST SINCERITY WILL

BE HIGHLY APPRICIATED.

PERSONAL INFORMATION:

Science Laboratory Biology ()

Environment Biology ( )

Microbiology ( )

Biochemistry ( )

Statistics /Computer ( )

Chemistry ( )

Physics with Electronics ( )

100l ( ) 200l ( ) 300l ( ) 400l ( )

Male ( ) Female ( )

Status: Single ( ) Married ( )

Below 25 years ( ) 25 30 years ( ) Above 30 years ( )

Your Present CGPA Status

First class ( ) second class ( ) Lower class ( ) pass ( )

35

PARENT INFORMATION:

Status of your parent?

Single( ) Married ( ) Widow/Widower ( ) Divorced ( )

What is your fathers highest level of education?

None ( ) Primary ( ) OND ( ) HND ( ) Others ( )

What is your mothers highest level of education?

None ( ) Primary ( ) OND ( ) HND ( ) Others ( )

What is the Job of your parent?

Working ( ) Pensioner ( ) Self Employee ( )

Are you self dependent?

Yes ( ) No ( )

Who is your sponsor?

Self ( ) Parent/Guardian ( ) Scholarship ( )

How many hours does it takes you to get to school?

0 30 minutes ( ) 1 hour or more ( )

How often do you use the library?

Very often ( ) Often ( ) Seldom ( ) Never ( )

Do you buy textbooks related to your course of study?

36

Yes ( ) No ( )

How many do you have?

One Two ( ) Three Four ( ) Five and Above ( )

Are you working?

Yes ( ) No ( )

Do you belong to any club/society on campus?

Yes ( ) No ( )

Are you an active member?

Yes ( ) No ( )

Do you participate in any sporting activities?

Yes ( ) No ( )

Are you a member of a religious organization?

Yes ( ) No ( )

On average, how many hours do you study in a day?

Less than 2hrs ( ) 2 4hrs ( ) 4 6hrs ( ) above

6hrs ( )

Have you ever missed lecture?

Yes ( ) No ( )

How often do you attend lectures?

Very often ( ) Often ( ) Seldom ( ) Never ( Where is your

preferred sitting position in class during lectures?

Front ( ) Middle ( ) Back ( )

Are lecturers punctual in attendance?

37
Yes ( ) No ( )

Are tutorials organized?

Yes ( ) No ( )

If yes, do you attend them?

Yes ( ) No ( )

Attendance in class?

70% - 100% ( ) 70% - 74% ( ) 60% - 69% ( )

50% - 59% ( ) Below 50% ( )

Thanks for spending your valuable time in responding to our questionnaire

with utmost sincerity.

38