PREDICTIVE VALIDITY OF 2017/2018 SSCE WAEC ENTRY QUALIFICATIONS AND FINAL YEAR CGPA OF NCE STUDENTS AT SHEHU SHAGARI COLLEGE OF EDUCATION, SOKOTO STATE, NIGERIA
https://doi.org/10.83151/q1af-gh39
This study investigated the relationship between 2017/2018 SSCE WAEC entry qualifications and final year 2020/2021 CGPA scores of NCE students at Shehu Shagari College of Education, Sokoto, Nigeria. The study was guided by four objectives and employed a correlational research design from a population of 2,815 students and a sample of 333 selected through a random sampling technique. The raw SSCE WAEC scores and final year CGPA data were analysed using Pearson Product-Moment Correlation (PPMC) for hypotheses 1–4 at a 0.05 significance level using SPSS. Findings revealed no significant relationships between SSCE entry qualifications and CGPA in the Schools of Arts and Social Sciences and Languages, a positive but weak correlation in Vocational and Technical Education, and no significant relationships in the sciences. The study concluded that SSCE entry qualifications are not strong predictors of final academic performance among College of Education students. The study then recommended reviewing minimum credit requirements to improve the predictive validity of admission criteria.
Keywords: Predictive Validity, College of Education Students, CGPA, Academic Performance, Shehu Shagari College of Education
Umar Mahmud Alasan and Yusha’u Usman Ukashatu
PREDICTIVE VALIDITY OF 2017/2018 SSCE WAEC ENTRY QUALIFICATIONS AND FINAL YEAR CGPA OF NCE STUDENTS AT SHEHU SHAGARI COLLEGE OF EDUCATION, SOKOTO STATE, NIGERIA https://doi.org/10.83151/q1af-gh39
This study investigated the relationship between 2017/2018 SSCE WAEC entry qualifications and final year 2020/2021 CGPA scores of NCE students at Shehu Shagari College of Education, Sokoto, Nigeria. The study was guided by four objectives and employed a correlational research design from a population of 2,815 students and a sample of 333 selected through a random sampling technique. The raw SSCE WAEC scores and final year CGPA data were analysed using Pearson Product-Moment Correlation (PPMC) for hypotheses 1–4 at a 0.05 significance level using SPSS. Findings revealed no significant relationships between SSCE entry qualifications and CGPA in the Schools of Arts and Social Sciences and Languages, a positive but weak correlation in Vocational and Technical Education, and no significant relationships in the sciences. The study concluded that SSCE entry qualifications are not strong predictors of final academic performance among College of Education students. The study then recommended reviewing minimum credit requirements to improve the predictive validity of admission criteria. Keywords: Predictive Validity, College of Education Students, CGPA, Academic Performance, Shehu Shagari College of Education