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Google Scholar Wickersham, L. Various factors contribute to determining the academic performance of students in any educational endeavour. Thus performance is characterised by performance on tests associated with coursework and the performance of students on other types of examinations Kyoshaba, These admission points or entry certificates are always of equivalent rating or value, even though they may be awarded by different examination bodies.
The type of school a child attended also affects the academic performance of the student. In the same vein, Miller and Birch , while studying the influence of the high school attended on university performance, observed that outcomes at the university level differ according to the type of high school attended.
In addition, Ali et al. However, this is a function of the number of facilities a school offers, which usually determines their quality, and which in turn affects the performance and accomplishments of its students.
Although the certificates each group of students obtained from different examination bodies may be equivalent, the curriculum content and the expected educational outcomes may not be exactly the same. In a related study, Mlambo observed that for a number of institutions, student admission is based on a number of different qualifications, to the extent that students receiving instruction in the same course differ greatly in terms of their prior knowledge.
This being the case, one might wonder whether other researchers totally agree that prior educational performance, admission points and different entry qualifications truly affect future academic performance. The answer is no. In a study on the relationship between previous academic performance and subsequent achievement at the university level, Huws, Reddy and Talcott found that students learning or studying at the graduate level and scores earned failed to predict any level of academic achievement at university.
The Academic Admission Council at Oregon State University also disagreed with the view that academic performance is determined by prior academic performance. Mlambo also reported that there was no significant difference in the academic performance among students due to differences in the admission criteria employed; the same study observed that while varied, these criteria adequately assessed the potential of students to handle the demands of courses in agriculture.
However, holders of diplomas in agriculture and other qualifications appeared at the bottom of the academic performance chart. Nonetheless, it is very important to note that even though these studies do not agree with former studies that indicate achievement in previous studies affects future performance, they did confirm that admission scores are related to academic performance at the university level, but to a very minimal extent Ali, et al.
In light of the related literature reviewed, it seemed pertinent to find out whether there is actually any difference in the academic performance of students with different qualifications.
This is because quality technical teachers are very relevant in technical education. Thus, the success or failure of any technical education system is dependent on the quality of its teachers Banjo, Also, the level of academic performance of the students in the NCE Technical Programme could prove to be an index of the quality of the technical teachers in the system Ihiegbulem, It also examined whether the groups differed significantly in terms of their academic performance.
The choice was based on the fact that it has an approved School of Technical Education with accredited departments. It also presumably has qualified staff and standard workshops with tools and equipment for the NCE Technical Programme. Of these students, forty-eight 48 students entered the programme with secondary school certificates and thirty-six 36 students gained admission with City and Guilds certificates.
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References Al-Azawei, A. In a related study, Mlambo observed that for a number of institutions, student admission is based on a number of different qualifications, to the extent that students receiving instruction in the same course differ greatly in terms of their prior knowledge.
References Al-Azawei, A. Nonetheless, it is very important to note that even though these studies do not agree with former studies that indicate achievement in previous studies affects future performance, they did confirm that admission scores are related to academic performance at the university level, but to a very minimal extent Ali, et al.
These scores constituted the data used for the study. The reliability of t-test results were ascertained by the use of an f-test of group variances. Gender differences in e-learning satisfaction. Data were analysed using the arithmetic means and a t-Test of two independent group means. International Journal of Global Management Studies, 1 2 , 60—
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