Project Abstract

Abstract
The comparative analysis of education/economics and economics students' pattern of carryover in courses between 2007-2010 aimed to investigate the differences in the rate of course carryovers between these two groups of students. The study utilized data from academic records of students from 2007 to 2010 in the education/economics and economics departments. The research focused on identifying the number of courses typically carried over by students in each group and the reasons behind these carryovers. Through a thorough analysis of the data, it was observed that education/economics students had a higher frequency of course carryovers compared to economics students during the specified period. The average number of courses carried over by education/economics students was found to be significantly higher than that of economics students. This disparity raised questions about the factors contributing to the higher rate of course carryovers among education/economics students. Further investigation into the reasons behind the carryovers revealed various factors that could explain the differences between the two groups. Some of the key factors identified included the complexity of course content, teaching methods, student engagement levels, and academic support available to students. Education/economics students often faced challenges in certain courses that required a multidisciplinary approach, which could have contributed to the higher rate of carryovers in their academic records. Moreover, the study highlighted the importance of academic advising and support services in helping students overcome academic challenges and reducing the incidence of course carryovers. Recommendations were made to enhance the support services provided to students, particularly in the education/economics department, to address the issues leading to course carryovers effectively. In conclusion, the comparative analysis of education/economics and economics students' pattern of carryover in courses between 2007-2010 shed light on the disparities in course completion rates between the two groups. By understanding the factors influencing course carryovers, academic institutions can implement targeted interventions to support students and improve their academic performance. This research contributes valuable insights to the field of education and economics, emphasizing the importance of student support services in promoting academic success and reducing course carryovers.

Project 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.