Background of the study
An applicant’s eligibility to be considered for admission into a Nigerian institution is contingent on meeting certain basic standards. He or she must first achieve five applicable credits in the senior secondary school certificate test, which must include English and, in certain cases, mathematics, as well as other subjects. As a further requirement, such a candidate must sit for and obtain a minimum pass mark in the University Matriculation Examination (UME) conducted by the Joint Admission and Matriculation Board (JAMB), as well as pass an additional post-university matriculation examination screening test (post-UME) administered by the selected university. Despite the stringent admissions requirements, most Nigerian students still perform poorly in their semester examinations and engage in a variety of examination malpractices, which make the conduct of examinations a time-consuming chore that, at the worst, can devolve into a life-threatening or even fatal situation. In order to make up for knowledge deficiencies, candidates may use prepared materials brought in by them, either as hard copies hidden in obscure parts of the body or as soft copies stored in the memory of sophisticated handsets (Emeka, 2021). They may also source answers from outside the hall through the medium of text messages, use machineries to write examinations illegally, and write examinations for which they were not registered. Malpractice is defined as any action taken by a candidate in order to conceal or conceal knowledge deficiencies.
Several pieces of evidence from throughout Nigeria served as the impetus for our inquiry. It was revealed, for example, after the first semester examination conducted by the department of microbiology at the University of Port Harcourt during the 2010/2011 academic session that a candidate, a second-year microbiology student estimated to be around 30 years old (official age 26), was discovered writing an examination for which he was not registered. His admission was discovered to have been via the UME/post UME procedure, where he received scores of 211 and 80 respectively as well as a mean of 146, according to the investigation. An review of his computerized speed-sheet for the 2009/2010 session revealed a cumulative grade point average (CGPA) of 0.14. Following a thorough inquiry, it was discovered that the student had been out of school for around 10 years before eventually gaining admittance to the university as part of a “concession” to study micro biology. The observation that a candidate with a very low score in the post-UME screening test was still admitted prompted this study, which aims to investigate the relationship between the cumulative Grade Point Average [CGPA] of students in their fourth year of study and their performance in the university Matriculation Examination and post-UME Screening test, which is a major parameter for admission in Nigerian higher institutions.
Statement of the Problem
The link between the UTME and Post UTME scores and student academic progress in Nigerian institutions is causing a commotion right now. Most students who score well in the UTME get accepted into universities, according to Akinniyi , who believes that this is due to the influence of their “god dads.” Despite the fact that the role of godfather may help them get into college and possibly obtain a job in the future. It is important to note that, according to Akinniyi (2010), first-year grade of students may not, after all, demonstrate a link with their UTME result. It is against this background that this study poised to access the relationship between post- utme examination and student academic achievement.
Objective of the study
The general objective of the study is to investigate into the relationship between postutme examination and student academic achievement. Specifically, the study will be guided under the following:
- To examine the relationship between post- utme examination and student academic achievement in Adeyemi University of education.
- To find out upgrade level of academic standards necessary for University education in Nigeria.
- To investigate widespread problem of gaining admission through post -utme.
The following hypothesis have been formulated for the study:
H01: There is no significant relationship between post- utme examination and student academic achievement in Adeyemi University of education..
H02: upgrade level of academic standards necessary for University education in Nigeria is low.
Significance of the study
This study will provide policy makers, ministry of education as it will be exposed to the various problems encountered by students in writing post- utme examination and also finding out ways to limit the problems with evidence and reference materials for policies making in educations.
The study will also be significant to the academic community as it will contribute to the existing literature.
Scope of the Study
The study will examine the relationship between post- utme examination and student academic achievement in Adeyemi University of education. The study will also find out upgrade level of academic standards necessary for University education in Nigeria. Lastly, the study will investigate widespread problem of gaining admission through post -utme. Hence the study will be delimited to Adeyemi college of education.
Limitation of the study
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.
Operational Definition of terms and Acronym
Post UTME: A screening examination that is usually done after UTME
Academic Performance: Intellectual ability of student’s performance measured by their scores in respective courses in school.