Students’ Age and Institutional Ownership as Moderators of the Predictive Validity of Unified Tertiary Matriculation (UTME) and Post Unified Tertiary Matriculation Examinations (PUTME).
ABSTRACT
This study sought to investigate students’ age and institutional ownership as moderators of the predictive validity of Unified Tertiary Matriculation (UTME) and Post Unified Tertiary Matriculation Examinations (PUTME).
The study was guided by nine (9) research questions with nine (9) corresponding null hypotheses tested at 0.05 alpha level of significance. The study adopted a correlational survey design.
Population of the study comprised 22,855 first year students of 2009/2010 session in public universities in Anambra and Enugu states.
The sample consisted of nine hundred and fifty (950) undergraduate students: 505 young students and 445 old students in which 357 were from federal universities and 593 from state universities using multi-stage sampling technique.
The instrument for data collection was the proforma showing 2009/2010 admission session of students JAMB UTME scores, PUTME scores, the age of the students and their 100 level GPA of various public universities (federal and state universities) in Anambra and Enugu States which was got from the admission and examination/record units of the selected universities through the Registrar of the various universities.
The data collected was analyzed using regression analysis (simple and multiple). The findings of this study were as follows: UTME scores do not significantly predict students’ GPA in 100 level while PUTME scores significantly predict students’ GPA in 100 level.
The combined UTME scores and PUTME scores significantly predict students’ GPA in 100 level. Age of the students does not significantly influence the prediction of students’ 100 level GPA by any of the two matriculation examinations or by the combination of the two matriculation examinations (UTME scores or PUTME scores, and by combined UTME scores and PUTME scores).
Also, the prediction of any of the two matriculation examinations (UTME scores or PUTME scores), or the combined UTME scores and PUTME scores on 100 level GPA is not influenced by institutional ownership.
One of the implications of the findings is that test item and administration of UTME should be improved in a way that the obtained UTME scores should be true score of the students.
Based on that, it was recommended that JAMB should modify UTME test items to be aptitude test instead of achievement test.
TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATION ii
APPROVAL PAGE iii
DEDICATION iv
ACKNOWLEDGMENTS v
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xii
ABSTRACT xiii
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 11
Purpose of the Study 12
Significance of Study 13
Scope of the Study 15
Research Questions 15
Hypotheses 16
CHAPTER TWO: REVIEW OF LITERATURE 18
Conceptual Framework 19
Unified Tertiary Matriculation Examination (UTME) 20
Post-Unified Tertiary Matriculation Examination (PUTME) 23
Concept of Moderator Variable 26
Students’ age and Institutional Ownership as Moderator Variables 28
Theoretical Framework 29
Classical Test Theory 29
Regression Theory 33
Theory of Cognitive Development By Piaget, Bruner and Vygotsky 38
Other Related Themes 41
Admission Practices of other Countries 41
Factors Affecting Predictive Validity 55
Review of Related Empirical Studies 57
Studies on UTME and PUTME 58
Studies on Age 68
Studies on Institutional Ownership 71
Summary of Literature Review 72
CHAPTER THREE: RESEARCH METHOD 75
Design of the Study 75
Areas of the Study 75
Population of the Study 75
Sample and Sampling Technique 76
Instrument for Data Collection 77
Method of Data Collection 77
Method of Data Analysis 78
CHAPTER FOUR: RESULTS 80
Research Questions 80
Hypotheses 81
Summary of the Results 92
CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS, SUGGESTIONS FOR FURTHER STUDY, AND SUMMARY OF THE STUDY 95
Discussion of Results 96
Conclusion 105
Educational Implications of the Study 105
Limitations of the Study 107
Recommendations 107
Suggestions for Further Research 108
Summary of the Study 109
REFERENCES 114
APPENDICES
INTRODUCTION
1.1 Background of the Study
From early eighties, the demand for tertiary education in Nigeria especially university education has increased tremendously.
University education which is the highest level of tertiary education, aims at providing quality education, with a view to adequately equipping students for the job (labour) market and making them relevant in knowledge and skills in relation to the demands of the market.
One of the factors that could affect the quality of education at the university level is the quality of candidates admitted into the university which in turn is dependent on mode of its admission.
University admission is the process through which candidates are selected and placed in a university based on the result of the selection test from a pool of applicants.
Anastasi (1988) stated that a selection test is a systematic and standardized procedure of sampling human behavior in order to obtain qualified applicants for organizational activities. The selection test is used to assess the ability, aptitude and personality of prospective candidates.
According to Gronlund (1976), tests used for placement or selection purposes perform two basic functions: ascertaining that the candidates possess the knowledge and skills needed to begin the planned instruction or engagement, and ascertaining the extent to which the candidate has already mastered the objectives of the envisaged programme.
The rationale for using selection tests is that there are specific skills and abilities needed for success in the expected field and the spaces are fewer than the number of candidates applying at a particular time.
It is also presumed that not all the candidates have the same aptitude and ability to succeed in the particular field.
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