Thesis Abstract

Abstract
This study aims to conduct a comparative analysis of the patterns of course carryovers among students majoring in education and economics between the years 2007 and 2010. The research will delve into the academic records of students within these two disciplines to identify trends and differences in the occurrence of course carryovers. The focus on the years 2007 to 2010 provides a comprehensive overview of a four-year period, allowing for a longitudinal analysis of the issue. The research will utilize quantitative methods to analyze the data obtained from the academic records. By comparing the frequency and distribution of course carryovers among education and economics students, the study seeks to identify any significant variations between the two groups. Additionally, factors such as the specific courses that are commonly repeated, the reasons behind the carryovers, and the academic performance of students in subsequent semesters will be examined to gain a deeper understanding of the phenomenon. Understanding the patterns of course carryovers among students in education and economics programs is essential for academic institutions to implement targeted interventions that can help improve student success rates. By identifying the factors contributing to course repetitions and exploring potential differences between the two disciplines, educators and administrators can develop strategies to support students in completing their coursework more efficiently. The findings of this study are expected to contribute to the existing literature on student academic performance and persistence in higher education. By focusing on the comparative analysis of course carryovers between education and economics students, this research provides insights into the challenges faced by students in different academic disciplines and highlights the importance of tailored support mechanisms for student success. Overall, this research aims to shed light on the patterns of course carryovers among education and economics students, offering valuable information for academic institutions looking to enhance student outcomes and retention rates. Through a detailed analysis of the data gathered from student academic records, this study seeks to provide evidence-based recommendations for improving the academic experiences of students in these disciplines.

Thesis Overview

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation or community depends largely on the quality of education of such a nation. It is generally believed that the basis for any true development must commence with the development of human resources. Formal education remains the vehicles for social-economic development and social mobilization in any society. In recent times there has been a decline in the standard of education even at the University level, this has caused differential academic performance of student in the Universities across Nigeria. Academic performance has been described as the scholastic standing of a student at a given moment. This scholastic standing could be explained in terms of the grades obtained in a course or groups of courses, this is done after examination has been conducted.
This study looks at comparative analysis of Education/Economics and Economics students’ pattern of carryover in courses between 2007-2010 in University of Benin. Students get carryover in course when they fail the particular course of study that is when they get grade “F”. Grade “F” is a carryover grade. The national University commission has generalized grading system for Nigerian Universities. The table below show this, Table 1. GP as based on criteria established by the national Universities Commission (NUC) guidelines. A = 70% and above = 5points B = 60%-69% = 4points C = 50% – 59% = 3points D = 45- 49% = 2points E = 40 – 44% = 1points F = 0 – 39% = 0 points Source: NUC approved scoring and Grading system, University of Benin. From the table above, it can be seen that grade “F” is 0 points which means the student fail the particular course in which he/she has the F grade. Adebule (2004), opined that scholastic achievement of students in Nigeria Universities has been and is still a source of concern and research interest to educators, government and parents, because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria.
Failure in any examination can be attributed to poor performance, poor academic performance according to Aremu (2003) is a performance that is adjudged by the examine and testee and some other significant as falling below an expected standard. Aremu (2000) stresses that academic failure is not only frustrating to the students and the parents, its effect are equally grave on the society in terms of manpower in all spheres of the economy and politics. The issue of poor academics performance of students in Nigeria has been much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Delta state and Nigeria at large. The quality of education depends on the teachers are reflected in the performance of their duties. Over time pupils academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao 2001). Lecturers have been shown to have an important influence on students academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students (Afe 2001).
Poor academic performance of students in Nigeria Universities has been linked to poor Lecturers performance in terms of accomplishing the teaching task, negative attitude to work and poor lecturing habits which have been attributed to poor motivation (Ofoegbu 2004). It has also been observed that conditions of infrastructure as well as instructional materials in the Universities in Nigeria are poor (Oredin 2000). These prevailing conditions would definitely show a negative influence on the lecturing quality in Universities, which may translate to poor academic performance, attitude and values of the University students.

1.2 STATEMENT OF THE PROBLEM

It is apparent that there is an astronomical decline in students academic achievement in Nigeria Universities. According to Igbo (2007), lack of success can lead to inappropriate behavior and frustration on the part of students. In the university of Benin, lecturers are faced with the task of placing the students in an educational setting in which services are provided has a setting tailored to the students learning. The setting in which services are provided has a strong influence on the academic achievement of the students. A number of reasons or factors have been found to have contributed to students’ poor achievement. Some of these factors include students’ study habits and lecturing methods used by the lecturers in the lecturing process (Yalam & Fatiku, 2007).

1.3 PURPOSE OF STUDY

This study is aimed at comparatively analyzing the education/economics and economics students’ pattern of carryover of courses between 2007 to 2010 in University of Benin. The analysis would be based on the results of students in education economics between the period of 2007 to 2010 academic session.

1.4 SIGNIFICANT OF THE STUDY

Education at the university level is the apex of academic study, hence it is believe that if student pattern improve, academic performance will also improve. The study typically look at the pattern of carryover of courses of courses of student offering Education/Economics from the period of 2007 to 2010 and find out reasons why students fail courses and carryover courses. These reasons can also be deduced from student’s pattern of carryover and treated accordingly. The findings of this research will assist students in their academics, the study will also make recommendations that will be useful to the University of Benin Community.

1.5 RESEARCH QUESTIONS

This study would seek to provide answers to the following questions:
1. Is a student’s pattern of carry over dependent on his level in school.
2. Is there any significant difference in the rate of carry over between Education/Economics and Economic student.
3. Is a student’s pattern of carry over dependent on his course area?

1.6 DEFINITIONS OF TERMS

Study: The systematic acquisition of knowledge and an understating of facts and principles
Examination: The act or process of testing students by questions
Grade: Criteria use in measuring performance Pattern: A discernable regularity in the world or a particular situation.
Carry Over: Transfer or persist from one stage or sphere of activity to another.