CHAPTER ONE

1.0 INTRODUCTON

1.1 BACKGROUND OF THE STUDY

Academic performance as a concept has become a source of concern to

researchers, especially as the performance of the undergraduates is declining. The

Nigerian society vests great emphasis on education because it is believed to be the

only avenue for national development. This can only be achieved when

undergraduates in various citadel of learning get actively involved in different

academic activities which can enhance their academic performance. This is expected

to lead to the technological advancement of the nation. In spite of these laudable

values attached to academic performance, researchers (Ugoji 2008 and Egbule 2004)

have shown that students’ performance is declining. This could be because they are

confronted with so many school and nonschool related demands and responsibilities

(Ukpong, 2007).

The measurement of student performance can be useful in universities, based

on the notion that there are various factors that can contribute to the final grade

attained by the students. A true and thorough understanding of the complex learning

experience requires knowledge of various factors that determine the final grade of

students. While examining the influence of age, financial status and gender on

academic performance among undergraduates, Ebenuwa-Okoh (2010) used simple

random sampling to select sample size of 175 respondents. The study revealed that

gender, age and finance are not significant predictors of academic performance as

there were no significant difference in academic performance based on age, gender

and financial status. He then recommended that counseling centers should open to

1
handle varying problems confronting student irrespective of age, financial status or

gender. Also see Bedard and Dhuey (2006), Crawford et al. (2007), Pellizzari et

al.(2011), Lao (1980), Kimball (1989), Wilberg and Lynn (1999), Stage and

Kloosterman (1995), and Afuwape and Oludipe (2008) for more details.

This problem seems to be a major one that requires urgent and serious attention since

students’ academic performance affects the quality of human resources within the

society, hence, the need for a project such as this arouses.

Regression models are powerful tools frequently used to predict a dependent

variable from a set of predictors. They are widely used in a number of different

contexts. An important problem is whether results of the regression analysis on the

sample can be extended to the population the sample has been chosen from. If this

happens, then we say that the model has a good fit and we refer to this question as a

goodness-of-fit analysis, performance analysis or model validation analysis for the

model (Hosmer and Lemeshow, 2000; D’Agostino et al., 1998; Harrell et al., 1996;

Stevens, 1996). Application of modelling techniques without subsequent performance

analysis of the obtained models can result in poorly fitting results that inaccurately

predict outcomes on new subjects.

We deal with how to measure the quality of the fit of a given model and how

to evaluate its performance in order to avoid poorly fitted models, i.e. models which

inadequately describe the above mentioned relationship in the population.

First we state an important preliminary assumption and the aim of our work,

and we introduce the concept of goodness-of-fit and the principle of optimism. Then

we illustrate a brief review of the diverse techniques of model validation. Next, we

define a number of properties for a model to be considered “good,” and a number of

2
quantitative performance measures. Lastly, we describe a methodology for the

assessment of the performance of a given model.

Elementary Mathematics I (MTH101) is a compulsory first year course for all

students in the Faculty of Science in Benue State University Makurdi. The course is

an essential basis for many advance courses in Mathematics and other disciplines in

the sciences. Over the years, there have been recorded averagely poor performances in

this course, by students in most the departments in the faculty. Studies have shown

that poor performance in Algebra and Trigonometry is not restricted to Nigeria but to

Colleges and Universities of other countries, for example, United States of America

(Ferrini – Mundy and Graham 1991). Also, there are subjects for which poor

performance of students are noted and have been therefore subject of research studies.

Examples of such studies are found in (Edward et al.1996; Iduseri and Edokpa 2011;

Lauren et al. 2008; Mamta and Sandra 2014). Consequently, there must be some

inhibiting factors militating against students’ performance. The interest of this project

is therefore focused on identifying such factors among the students in the Faculty of

Sciences of Benue State University in order to provide basis for improvement

intervention strategy on course delivery.

1.2 STATEMENT OF THE PROBLEM

Success in the academic arena is an achievement that often requires students to

overcome many hurdles, some of which are more challenging than others. If academic

performance hinged on raw intelligence and work ethic alone, academic success

would be almost a given. However, other factors can contribute to a student's level of

success throughout all stages of education. The level of his parents' education, class

sizes, the type and location of school attended, type of admission, quality of teaching,

life in University, study habit, economic background of parents, references and

3
textbook availability in a university, students placement by their first choice, peer

influence, study time etc. to which he is exposed are all issues that could stand in the

way of a student's success in the classroom. Developing an awareness of the factors

that could negatively impact academic success is one way to better prepare parents,

teachers and students to deal with them.

Socioeconomic Status: Students whose families are of low socioeconomic status

progress more slowly academically than their wealthier peers. Wealth and status are

an umbrella for many issues that affect performance, including suffering chronic

stress, having little to no homework help available at home and having obligations

around the house or at a part-time job that may curtail study time. Literacy and

development issues can begin to affect children before they are even of school age,

putting them at an immediate disadvantage.

Parents' Education: The amount and quality of homework and study assistance

available at home can impact a student's performance. However, the level of

education achieved by parents can also influence a student's ability to achieve by

affecting parental expectations. Parents are "expectancy socializers," according to

researchers at Wayne State University. If they set the bar of success high for their

children and systematically encourage them, their children are more likely to perform

well at school. And those expectations for success are connected to the amount of

education a parent has received.

Class Size: The students-per-teacher ratio of a school is a statistic that interests many

parents and is often used as a recruitment tool. But how much does class size really

matter when it comes to student performance? The Center for Public Education found

that smaller class sizes (18 students or fewer) had the greatest benefit for kindergarten

4
and early elementary school students; those benefits, however, hinge on the quality of

the teachers. The largest achievement gains were observed in minority students and

those of low socioeconomic status, providing a concrete strategy to combat the

challenges faced by these populations. And the effects are lasting. Students who

learned in less-populated classrooms in elementary school scored higher on ninth

grade standardized tests than their peers.

Study Habits: The problems associated with study habits might have a major effect

on a student’s academic performances, it is believed that everyone has a different

study habit and it is important to find out the best personal way to study. Studying

with friends has a long way to go in student’s study habits, it has a positive influence

in which they discuss what have been read together but also has a negative effect in

which they might not read but discuss throughout the stipulated time for reading

which boils down to time wastage.

Reference and Textbook Availability: A very good and conducive library

environment encourages students study habit and might have positive impact of their

academic achievements but students reading in an unfavorable environment with

limited reference materials might find it difficult to study which might affect their

academic achievements.

Students with financial constraints might also find it difficult to perform excellently

well in their academics

1.3 AIMS AND OBJECTIVES

5
 The main purpose of the study is to examine the effects of those factors that affect

Student’s Performance in MTH 101 in Benue State University Specially, this study

seeks to examine:

1. The possible relationship of study habits and how it enhances good grades in

improving academic performance of students.

2. To determine some of the key factors affecting students academic

performance.

3. Proffer solution on how a student can acquire effective study habits to improve

academic performance especially in elementary mathematics.

1.4 DEFINITION OF BASIC TERMS

Logistic Regression Model

There are several studies on factors that inhibit students’ performance in courses at

the undergraduate level. Some of the factors identified are high school grades (Russel

and Julie2006) and (Edge and Friendberg 1984), belief and attitudes (Kloosterman

and Stage 1992) and (Kloosterman et al 1996), motivation (Lowis and Castley 2008)

and Socio-economic (Akanle 2007). The approach of studying these factors are based

on either Logistic regression method (Aromolaran et al. 2013), (Omar et al. 2002),

(Angela et al. 2013) and (Adejumo 2012) or Discriminant analysis (Blazenka &

Dijana 2009), (Erimafa et al. 2009), (Fagoyinbo et al. 2013) and (Humeral et al.

2015). Here we adopt the logistic regression approach because of its advantages.

6
Logistic regression analysis extends the techniques of multiple regression to research

situations in which the outcome variable is categorical. Applications abound in the

fields of medicine (Sharareh et al. 2010), social sciences (Chuang 1997) and

education (Aromolaran et al. 2013).

Its salient feature is that there is a binary response of interest and the predictor

variables are used to model the probability of that response. Here the binary response

variable, Y, is:

Grades D – F, coded as 0; regarded as students at risk of being successful in MTH101

course and

Grades A – C, coded as 1; regarded as students not at risk of being successful in

MTH101 course.

The predictor variables are the factors being investigated, for possible influence on

the response variable.

To fit a binary logistic regression model, a set of regression coefficients that predict

the probability of the outcome of interest are estimated. The same logistic model can

be written in different ways.

Suppose that we have k independent observations y1…… yk, and that the i-th

observation can be treated as a realization of a random variable Yi.

We assume that Yi has a binomial distribution

Yi ~ B(ni, πi)

with binomial denominator ni and probability πi. With individual data ni = 1 for all i.

This defines the stochastic structure of the model.

Suppose further that the logit of the underlying probability πi is a linear function of

the predictors

logit(πi) = x'iβ,

7
where xi is a vector of covariates and β is a vector of regression coefficients.

This defines the systematic structure of the model.

The model defined above is a generalized linear model with binomial response

and link logit. Note, incidentally, that it is more natural to consider the distribution of

the response Yi than the distribution of the implied error term Yi -µi

The regression coefficients β can be interpreted along the same lines as in

linear models, bearing in mind that the left-hand-side is a logit rather than a mean.

Thus, βj represents the change in the logit of the probability associated with a unit

change in the j-th predictor holding all other predictors constant. While expressing

results in the logit scale will be unfamiliar at first, it has the advantage that the model

is rather simple in this particular scale.

Exponentiating Equation the above equation, we find that the odds for the i-th unit

are

given by

𝜋𝑖
= exp{𝑥′𝑖𝛽}
1 − 𝜋𝑖

This expression defines a multiplicative model for the odds. For example, if

we were to change the j-th predictor by one unit while holding all other variables

constant, we would multiply the odds by exp{βj}. To see this point suppose the linear

predictor is x'iβ and we increase xj by one, to obtain x'iβ + βj. Exponentiating we get

exp{ x'iβ } times exp{βj}. Thus, the exponentiated coefficient exp{βj} represents an

odds ratio. Translating the results into multiplicative effects on the odds, or odds

ratios, is often helpful, because we can deal with a more familiar scale while retaining

a relatively simple model.

8
The general linear logistic regression model is defined as:

𝑝(𝑥)
𝐿𝑜𝑔 ( ) = 𝛼 + 𝛽1𝑋1 + 𝛽2𝑋2 + ⋯ 𝛽𝑘𝑋𝑘
1 − 𝑝(𝑥)

Where Xi, i=1,……k are factors being investigated and

P(x)= P(Y=1/X=x)

1
= ∑ 𝑘
1+𝑒 𝑖=1 𝛽𝑖𝑋𝑖

Where the vector X=(x1,x2……,xk)

Hence the odd ratio is

𝑝(𝑥)
∏(𝑥) =
1 − 𝑝(𝑥)

9
 CHAPTER TWO

2.0 LITERATURE REVIEW

Academic performance is defined or regarded as participants’ examination

grades (grade point average at the end of a particular semester or programme). It

refers to the score attained by an examinee in an administered standardized test. It

could also be seen as the level of performance in a particular field of study. Higher

scores indicate better academic performance (Egbule 2004).

Khata, et al. (2011) conducted a study was to determine if parent educational

status influences the educational achievement in high school science. The study

utilized the student’s grade point average (GPA) for science during high school years

to measure achievement. The data for the study came from the National Assessment

of Educational Progress (NAEP) High School Transcript Study (HSTS) 2005. The

study compared the mathematics achievement to parent educational statuses and

10
revealed that there were statistically significant differences in science GPA scores

between parent educational statuses; however, the effect size was small.

Adeyemo and Babajide (2012) examined the influence of social and economic

disadvantage on students’ academic achievement in senior secondary school physics.

One hundred and ten students were randomly selected across two randomly selected

senior secondary schools in Lagos state. From each of the selected schools, the

researchers selected fifty five physics students using the simple random sampling

technique. Based on result obtained there is no significant relationship between socio-

economic disadvantaged students and their academic achievement. Also there is no

significant relationship between parental influence and students’ academic

achievement in physics. Similarly, Yusuf (2012) investigated the influence of family

status on undergraduates’ academic performance in economics. Questionnaire was

administered to 300 randomly selected students from economics department of three

universities in Osun State. The study found that family size, parental education and

family socio-economic status has no significant impact on academic performance of

undergraduates in Economics.

Iqbal and Khan (2012) assessed the relationship between socio-economic

conditions of the parents and academic achievements of students at government

schools. A random sample of 69 students was selected from all the 16 secondary

schools for boys who had passed secondary examination from the board of

intermediate and secondary education. The findings of the study showed a significant

relationship between parental socioeconomic conditions and academic achievements

of the children in secondary examination. Udida, et al.(2012) examined the influence

of parental socio-economic background on the academic performance of students in

selected public secondary schools in Calabar municipal local government area of

11
Cross River state. Multiple regression result revealed that parental socio-economic

background significantly influenced students’ academic performance, as students

whose parents had better jobs and higher levels of educational attainment and who

were exposed to more educational and cultural resources at home tended to perform

better than their counterparts without such opportunities.

Osuafor and Okonkwo (2013) sought to find out how family background of

students influences their academic achievement in senior secondary school Biology.

A survey design was adopted for the study. Five hundred and forty-six (546) senior

secondary two (SS2) biology students were drawn by simple random sampling from

14 schools within Awka, Nnewi and Onitsha education zones, in Anambra State.

Primary data were collected using questionnaire whereas secondary data were

obtained from students’ SS1 and SS2 school results. The results of the study revealed

that family structure, parents’ occupation and educational level, did not have

significant influence on students’ achievement in Biology. In a different study,

Alokan and Arijesuyo (2013) investigated the difference between the academic

performance of students from rural environment and students from urban

environment. The population for this study comprised all public secondary school

students in Ondo State. The sample consisted of 240 students from six randomly

selected schools. The result publicized that there is no significant difference in the

academic performance of students from the two different backgrounds.

Aromolaran, et al. (2013) in their empirical survey study conducted to

determine the socio-economic factors influencing students’ academic performance in

Yaba College of technology, collected data from six hundred (600) students across the

different departments using a 28 item structured questionnaire. The questionnaire was

administered using the quota sampling method, a non-probability sampling technique.

12
The students’ academic performance was measured using variable GPA/CGPA

categorized into two - poor (GPA/CGPA between 0 and 2.49) and - good

(GPA/CGPA between 2.50 and 4.00). Four factors; mothers’ education level, living

togetherness of parents, student class and weekly income/allowance; were found to

influence students’ academic performance.

Chandra and Shaikh (2013) examined the relationship between socio-

economic status and academic achievement of 14 secondary school students of

Lucknow city of Uttar Pradesh, India. The sample of the study comprised of 614

students (358 males and 256 females) from classes IX and X. The results of the study

revealed the difference between high, average and low SES groups and their academic

achievement. Positive correlation was observed between socio-economic status and

academic achievement.

Musarat, et al. (2013) studied the ways in which student’s academic

achievements are effected by parental education and their socio-economic status.

Participants were 250 students taken from randomly selected departments. Research

findings were generalized to the university of Sargodha students. Data was collected

from participants through questionnaire containing three basic variables. Analysis of

data using descriptive statistics and ANOVA indicated that students belonging to

strong financial status perform better than those who face problems in finance.

Similarly, parental education boosts up their children’s performance.

Safdar, et al. (2013) investigated the relationship between parents’ socio-

economic status and children academic performance. The study was descriptive and

co-relational in nature. Seven hundred and twenty (720) students were sampled from

the selected districts. A positive significant relationship of total family income,

father’s job grade was found with the academic performance of the students. The

13
results of this study, thus, showed that parents’ socio-economic status is an important

variable that influence their children academic performance.

Nnadi, et al.(2016) assessed the socio-economic determinants of gender-based

academic performances using field survey of Anambra State, Nigeria. Questionnaires

were used to gather data for analysis, while the binary logit estimation and ANOVA

techniques were used to test the hypothesis of the study. Findings revealed that there

is a significant difference between the performance of female and male students and

that number of hours of study is a very important determinant of academic

performance. Family size is also a significant factor in explaining academic

performance of students. Unexpectedly, parental educational status is not significant

in determining student’s academic performance. In addition, parental income is

significant in determining student’s academic performance and parent’s occupations

are not statistically significant.

According to the proponents of this theory, these factors are parental level of

education, parental involvement in children education, income of parent and financial

and material support given to the children by the parent. This theory has its own

shortcomings, among which is that the theory assumes that the interrelationships

within a system have to be recognized and understood by all people involved. The

theory also requires a shared vision so that all people in the school have an idea of

what they are to accomplish (Mweti, 2013).

Student academic achievement measurement has received considerable

attention in previous research, it is challenging aspects of academic literature, and

science student achievement are affected due to social, psychological, economic,

environmental and personal variables. These variables strongly influence on the

student academic achievement but these variables vary from person to person and

14
country to country. Indeed, student academic achievement can be influenced by some

many variables these variables may be termed as student variables, family variables,

school variables and peer variables (Crosnoe, Johnson and Elder, 2004).

A large number of variables may significantly affect the student academic

achievement in university. For study purpose, we take Grade Point Average (GPA) of

students to measure academic achievement. This idea supported by (Hijaz and Naqvi,

2006) stated that GPA in University is commonly used indicator of student academic

achievement.

CHAPTER THREE

3.0 METHODOLOGY

This study is restricted MTH 101. This project which is a survey project will

make use of primary data collected with the aid of well-structured questionnaire. A

sample of students across faculty of science Benue state university, Makurdi will be

drawn from the department of Mathematics, Statistics and Computer Science,

Chemistry, Physics and Biological sciences respectively.

The questionnaire was chosen because it saves time and it can reach a large

number of students who are able to read and write independently (Orodho 2004).

According to Nkapa, (1997) a questionnaire is a carefully designed instrument for

15
collecting data in accordance with the specification of the research questions. One

questionnaire which has three sections will be used to solicit data from students and

determinants of academic performance.

The data will be analyzed using statistical package for social sciences (SPSS).

A stepwise Logistic Regression method will be performed. The parameters will be

obtained by maximum likelihood method. The Neglerke R2, Chi – Square Test,

Hosmer- Lemeshow test and Percentage Accuracy in Classification (P.A.C) will be

used to assess the model fit. The wald statistic, likelihood ratio test and odds ratio

with 95% Confidence Interval (C.I) will be used to assess the significance of the

individual coefficient. Discriminant analysis will be also performed on the data. Here

the students falling respectively under the codes 0 and 1 of the independent variable

will form the two groups for the Discriminant analysis. A Discriminant analysis will

be performed primarily as a confirmatory analysis. This is because of the advantages

(Joseph et al. 2010) of the logistic regression over the Discriminant analysis.

These are:

i. Logistic regression does not require any specific assumption on the

distributional form of the independent variable.

ii. Heteroscadacity does not come to play as it does in Discriminant analysis and

iii. Discriminant analysis relies strictly on meeting the assumptions of

multivariate normality and equal variance-covariance matrices across groups

– assumptions that are not met in many situations. iv. Logistic regression is

much more robust when these assumptions are not met.

3.1 MODEL SPECIFICATIONS

16
The variables and measurements

The variables are measured as follows;

The predictor variables(X1,……X7) consider: age of student, parents’

educational background, securing first choice of department, availability of textbooks

and references, environmental factor, study habit, place of residence before joining

university, peer influence, study time outside class, amount of money received from

family, arranging study time and good life later on.

X1: The dependent variable of this study is “academic achievement” which has two

binary outcomes if a student is not ok status (GPA less than 1.5) coded as 0 and if a

student ok status (GPA greater than 1.5) coded as 1.

X2: This is measured by monthly earning of the family head (it is expressed in ten

thousands). We choose this approach of rescaling instead of logging the values

because we used the estimated coefficients alongside the actual values of the variable

to calculate the probability of having high academic performance.

X3: PS = 1 if the student’s access to power supply is rated good (i.e. 3 hours and

above per day after school hour) and PS = 0 if the student’s access to power supply is

rated poor (i.e. between 0 and 2 hours).

X4: FS = 1 if the student from a large family (i.e. 7 persons and above) and FS = 0 if

the student is from a small family (i.e. less than 7 persons).

X5: RA = 1 if the student resides in the urban area and 0 if otherwise (Residential area

doesn’t necessarily mean where the school is located but where the student resides).

X6: PEA = 1 if the student’s parents are educated (i.e. secondary school and beyond)

and PEA = 0 if the student’s parents are not educated (i.e. below secondary school

level).

17
X7: NHS = 1 if the number of hours the student studies is rate good (i.e. 2 hours and

above daily) and NHS = 0 if the number of hours the student studies is rate poor (i.e.

between 0 and 1 hour daily).

U = the stochastic error term which captures other intrinsic or random behaviour that

affect AP.

3.2 THE DATA

The data used will be derived from the questionnaire administered to students

using appropriate numerical codes. The grade of the students in MTH101 course,

which is the binary dependent variable, is coded as mentioned earlier. The

questionnaire covers largely the independent variables that will be investigated.

The choice of response to a question could be categorical, multiple choice, or

alternative choice answers provided on a likert scale.

The coding for the likert scale is done as follows:

Strongly agree is coded 4, agree 3, disagree 2, strongly disagree 1 and undecided 0.

All other types of choice of response were coded in a serial sequence. The coded form

of the response to the questionnaire by the students in the study constitutes the data

for analysis.

Data entry and cleaning will be carried out using statistical software package for

social science SPSS version 22.0 for the analysis. Descriptive statistics analysis will

be used to show the frequency distribution by using tables and charts where

necessary.

18
Binary logistic regression model will be used in order to assess and identify the

influence of variables on student academic achievement.

The following questions will be reflected in the questionnaire

1. What is your age?

a) 18 or younger b) 19 – 20 c) 21 - 22 d) 23 - 25 e) 26 – 29 f) 30 or older

2. What is your gender?

a) Female

b) Male 3.

Place of residence?

a) Hostel

b) Off campus

4. What is your Jamb Score?

a) 180 to 199

b) 200 to 250

c) 250 and above

5. What is your O’level (i.e either WAEC or NECO or NABTEB) grade in

Mathematics?

a) A

b) B

19
c) C

d) D

e) E

6. Career choice?

a) Imposed by Parents/School

b) Chosen by me

7. What is your GPA in 100 level?

a) Below 1.5

b) 1.5 – 1.9

c) 2.0 – 2.4

d) 2.5 – 2.9

e) 3.0 – 3.4

f) 3.5 – 5.0

3.3 PARENTAL BACKGROUND

8. What is your Parents education status?

1) Educated above secondary school

2) Educated below secondary school

3) Not educated

9. What is your parent’s financial status?

20
a) Rich

b) Average

c) Poor

10. Home background?

a) Parents divorced

b) Parents apart

c) Parents deceased (either or both)

d) Parents living together

3.4 PARENT’S MOTIVATION

11. .During your Primary/Secondary School days, what is your parent’s level of

interest in what you have learnt in school?

a) Very interested

b) Interested

c) Not interested

12. After your school hours when you were in Primary/Secondary school, how

encouraging were your parents?

a) The organize extra lessons for me and the compel me to have reading hours every

day

b) They organize extra lessons for me

21
c) The compel me to have reading hours every day

To What extent do you agree or disagree with the following statements in questions

13 - 23?

Question questions Strongly agree disagree Strongly undecided

number agree disagree

13 The

lighting and

ventilation

of the MAT

101

classrooms

during

lectures are

sufficient

14 The lecture

hall is

always over

populated

during

MAT 101

classes

22
Course Delivery

15 The time

dedicated to

each topic

within the

course (MAT

101) is

sufficient and

meets the

requirements

of the syllabus

16 The lecturer

doesn’t miss

lectures and he

comes to class

early

17 The lecturer

makes good

use of the

examples

chosen

18 The lecturer is

able to

motivate the

23
 class

19 The lecturer is

able to awaken

the interest of

the students

for the Course

20 The lecturer

creates a

friendly

atmosphere

which

encourages

Participation

21 The lecturer

recommends

textbooks for

reading

22 The

recommended

reading list is

useful for

understanding

the Course

24
23 The lecturer is

willing at all

times to deal

with students’

queries

Students Attitude related to the course

24. How challenging was this MTH 101 class for you?

a) Difficult

b) Somewhat challenging

c) Not very challenging

d) Easy

25. How will your level of success in this class affect your academic, career or

personal goals?

a) It definitely will not affect my goals at all

b) It probably will not affect my goals

c) It probably will affect my goals

d) It definitely will affect my goals

26. How has taking this course (MTH 101) affected your interest in Mathematics in

general?

a) As a result of this course, I am now less interested in Mathematics in general

25
b) Taking this course has not affected my interest in Mathematics in general

c) As a result of this course, I am now more interested in Mathematics in general

27. Success in this course ( MTH 101) mainly requires

a) Memorizing facts, methods, and/or equations

b) Analyzing theories, concepts, or ideas

c) Synthesizing new information or ideas

d) Making judgments about the value of ideas

e) Applying learned ideas in practical situation

f) Offering my opinion, expressing my feelings or belief

3.6 STUDENT’S ATTITUDE RELATED TO THE SCHOOL

28. Why did you come to Benue state university?

a) Social or physical environment of Flagstaff

b) Social or physical environment on campus

c) Reputation of academic programs

d) Convenience

e) Financial incentive ( relative low cost of tuition, scholarship, etc)

f) Other

29. How satisfied are you with your overall experience at Benue state University?

a) Very dissatisfied

26
b) Slightly dissatisfied

c) Generally satisfied

d) Very satisfied.

3.7 STUDENT MOTIVATION

30. How do responsibilities outside of school affect your success at school?

a) They don’t ever affect my success at school

b) They occasionally affect my success at school

c) The often affect my success at school

d) They always affect my success at school

27