Predictive validity of different entry modes on the mathematics achievement of tertiary students in Ogun State

Abstract

The study focused on how students' performance in mathematics could be predicted based on different entry modes. The population was made up of all graduating students from a University of Education and a Polytechnic in Ogun State during
2014/2015 academic session. All graduating students (253) of the Department of Mathematics were used for the study. The grade point average of students obtained at the end of their study from the institutions were collected. In addition, the information about the entry mode and sex were collected from students’ file. Three research hypotheses were tested using ANOVA and t-test statistics at 0.05 level of significance. Results revealed that only 2.3% of students’ achievement in mathematics could be explained by their entry mode and that students do not differ significantly in their academic achievement based on the mode of admission with F (2,250) of 2.951. However, there is a significant difference in the mean mathematics achievement of male and female students admitted based on their entry mode at 0.05 level of significance with t pi) = 3.52 and t pis) =5.461 for Unified Tertiary
Matriculation Examination (UTME) and direct entry (DE) respectively. It is recommended that there should be no discrimination in the admission policy against any form of entry mode by the university or polytechnic authority.