Academic Achievement of Direct-Entry and Non-Direct Entry (Pre-NCE) Science Students in Niger State College of Education, Minna Nigeria: Implications for Educational Administrators

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Babatunde, Abdullateef Eyitayo
Chukuwuemeka, Emeka Joshua
Abdulrahim, Musbahu
Adai S. Ibrahim

Abstract

The study investigates the academic achievement of direct entry and Non-direct entry (Pre- NCE) science students in Niger State College of Education, Minna based on their modes of admission into NCE I, NCE II, and NCE III programme. The study adopted an expost-facto research design. The population of the study consisted of all students admitted in the school of sciences into the Niger state college of education, Minna during 2008/2009 academic sessions. Altogether they were 1110 admitted in the college during the years under study. A three years track of academic performance rating of 372 students in selected courses in the school of sciences were used for the study. The findings revealed that there is a significant difference between the mean scores of academic achievements of Direct Entry and Non-direct entry (Pre-NCE) NCE I, NCE II, and NCE III students in the school of sciences at the Niger State College of Education, Minna. It is therefore recommended that the Post-UTME test introduced by colleges of Education should be sustained especially as cases of students having a GPA of 0.00 have been recorded among UTME students who came in through Direct Entry.



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