STUDENTS’ AGE AND INSTITUTIONAL OWNERSHIP AS MODERATORS OF THE PREDICTIVE VALIDITY OF UNIFIED TERTIARY MATRICULATION (UTME) AND POST UNIFIED TERTIARY MATRICULATION EXAMINATIONS (PUTME)

ABSTRACT

This study sought to investigate students’ age and institutional ownership as moderators of the predictive validity of Unified Tertiary Matriculation (UTME) and Post Unified Tertiary Matriculation Examinations (PUTME). The study was guided by nine (9) research questions with nine (9) corresponding null hypotheses tested at 0.05 alpha level of significance. The study adopted a correlational survey design. Population of the study comprised 22,855 first year students of 2009/2010 session in public universities in Anambra and Enugu states. The sample consisted of nine hundred and fifty (950) undergraduate students: 505 young students and  445  old  students  in  which 357  were  from  federal  universities  and  593  from state universities using multi-stage sampling technique. The instrument for data collection was the proforma showing 2009/2010 admission session of students JAMB UTME scores, PUTME scores, the age of the students and their 100 level GPA of various public universities (federal and state universities) in Anambra and Enugu States which was got from the admission and examination/record units of the selected universities through the Registrar of the various universities. The data collected was analyzed using regression analysis (simple and multiple). The  findings  of this  study were  as  follows:  UTME  scores  do  not  significantly  predict students’ GPA in 100 level while PUTME scores significantly predict students’ GPA in 100 level. The combined UTME scores and PUTME scores significantly predict students’ GPA in

100 level. Age of the students does not significantly influence the prediction of students’ 100 level GPA by any of the two matriculation examinations or by the combination of the two matriculation examinations (UTME scores or PUTME  scores, and  by combined  UTME scores and PUTME scores). Also, the prediction of any of the two matriculation examinations (UTME scores or PUTME scores), or the combined UTME scores and PUTME scores on

100 level GPA is not influenced by institutional ownership. One of the implications of the

findings is that test item and administration of UTME should be improved in a way that the obtained UTME scores should be true score of the students. Based on that, it was recommended that JAMB should modify UTME test items to be aptitude test instead of achievement test.

CHAPTER ONE

INTRODUCTION

Background of the Study

From early eighties, the demand for tertiary education in Nigeria especially university education has increased tremendously. University education which is the highest level of tertiary education, aims at providing quality education, with a view to adequately equipping students for the job (labour) market and making them relevant in knowledge and skills in relation to the demands of the market. One of the factors that could affect the quality of education at the university level is the quality of candidates admitted into the university which in turn is dependent on mode of its admission. University admission is the process through which candidates are selected and placed in a university based on the result of the selection test from a pool of applicants. Anastasi (1988) stated that a selection test is a systematic  and  standardized  procedure  of sampling  human  behavior  in  order  to  obtain qualified applicants for organizational activities. The selection test  is used to assess the ability, aptitude and personality of prospective candidates. According to Gronlund (1976), tests used for placement or selection purposes perform two basic functions: ascertaining that the candidates possess the knowledge and skills needed to begin the planned instruction or engagement, and ascertaining the extent to which the candidate has already mastered the objectives of the envisaged programme.

The rationale for using selection tests is that there are specific skills and abilities needed  for success  in the  expected  field and  the  spaces  are  fewer  than the  number of candidates applying at a particular time. It is also presumed that not all the candidates have the same aptitude and ability to succeed in the particular field. Thus, selection tests for university admission are conducted in order to select the right candidates in various departments who will be capable of performing well in university education. According to

Anastasi (1988), selection when done sequentially at the earlier stages is often called screening while the term selection is reserved for the more intensive final stages. The word screening may be used to designate rapid rough selection process. Thus within the  Nigeria context, this present mode of admission is used for prospective undergraduate candidates whereby the Unified Tertiary Matriculation Examination (UTME) organized by JAMB is used to screen qualified candidates that will write the final entrance examination as Post- Unified  Tertiary  Matriculation  Examination  (PUTME).  This  PUTME  is  organized  by different universities of the candidates’ choice to select eligible candidates that will not face any academic problem in university.

Selection  approaches  for  admission  into  the  universities  differ  from  country  to country. For instance, in the People’s Republic of China, the entrance examination which is achievement-based test is the National Higher Education Entrance Examination known as National  Matriculation Examination  or  National  College  Entrance  Examination  (NCEE) commonly well-known in China as ‘‘GAOKAO’’ translated as ‘‘the high test’’ examination. The candidates sit for three mandatory subjects: Chinese, mathematics and a foreign language usually English but this may be substituted by Japanese, Russian or French. The other six standard  subjects  are  three  sciences:  physics,  chemistry,  biology,  and  three  humanities: history, geography, and political education. Candidate to write science/engineering or art/humanities programme typically take one of three  from the respective category.  For United State (US), there is an aptitude test called the Scholastic Aptitude Test (SAT) for prospective undergraduate students. The test which every candidate for university admission must take irrespective of the course or discipline he/she has preference for comprises quantitative and  verbal aptitude scales. In Nigeria, the General Certificate of Education (GCE) Advanced-Level organized by the University of Cambridge and University of London was  the  entrance  examination used  till  the  establishment  of  West  African  Examination

Council (WAEC) in 1951 for prospective university undergraduate students. Among the duties of WAEC is to conducts the West African Senior School Certificate Examination (WASSCE) known as Ordinary Level Certificate, a university prerequisite entrance examination in West African Countries (Ghana, Nigeria, Sierra Leone, Gambia and Liberia).

The  selection  approach  in   Nigeria  after   the  establishment   of  West   African Examination Council (WAEC) up to 1978 was that individual universities conducted their own  entrance  examinations  for  admission  of  candidates  who  hold  the  ordinary  level certificate into their programmes. This process of admission had its own problems such as the problem of varying standards of the different entrance examinations into the universities. Candidates could also be offered admission in more than one university as there was no way to control for multiple admissions for a candidate. Harbor-Peter (1999) stated that there were vacant and unfiled spaces in some universities because of multiple offers of admission. Afemikhe (2008) observed that there was untidiness generally and lack of coordination in the admission system into universities. Omodara (2010) noted that there had existed educational imbalance occasioned by disparity of educational opportunities between the regions in which the universities were sited and differing admission standards by different universities. Umo & Ezeudu (2007) stated that there were several irregularities in the matriculation examination which were conducted by the respective universities. This situation aroused the desire of stakeholders  in  the  education  sector  to  have  a  uniform  board  that  would  take  care  of university entrance examination. This need for a central body that would conduct a uniform examination led to the establishment of the JAMB in 1976 and the first JAMB University Matriculation Examination (UME) which was achievement-based test was held in May 1978. The establishment of this body was signed into law through Decree No.2 of 1978 by the then Federal Military Government of Nigeria, as an agency of the Federal Government and an examining body. The body was established for some obvious reasons part of which are:

     to reduce irregularities in West African Examinations Council’s (WAEC) examination;

         to avoid multiple admission by the decentralized admission policy which denied others opportunity;

         to ensure comparability of standards across universities based on minimum standards requirements; and

      to streamline and co-ordinate admission practice in Nigeria.

From the period JAMB conducted its first examination in 1978 to the year 1992, acceptable students’ results for university admission must be at credit level in at least five relevant subjects from Senior School Certificate Examination (SSCE) conducted by the West African Examinations Council (WAEC) which should be obtained at not more than two  sittings.  In 1992,  National  Business  Certificate  and  National Technical  Certificate conducted by the National Business and Technical Examinations Board (NABTEB) was introduced and  JAMB  listed  it  as  a prerequisite  for admission into  tertiary  institutions including the universities, polytechnics and colleges of education. In April 1999, National Examinations Council (NECO) was created to take part in conducting Senior School Certificate Examination (SSCE). The conduct of SSCE had, hitherto, been the exclusive preserve of WAEC (JAMB, 2007). Before the year 2005, a student is expected to attempt and pass five relevant subjects at credit level in not more than two sittings in any of the post junior secondary school certificate examinations: National Business and Technical Examinations Board (NABTEB) certificate, Senior School Certificate Examination (SSCE) from West African Examinations Council (WAEC) or from National Examinations Council (NECO). Success in any of these examinations alone is not sufficient but only a necessary condition for admission; a pass  in university entrance examination UME  conducted by JAMB is also required (Agu, 2006).

As the years went by, the JAMB examination, known as the University Matriculation Examination (UME) became bedeviled with examination malpractices including impersonation (Nwafor  &  Onuoha  2006;  JAMB,  2007).  There  were  reported  cases  of alteration of candidates’ grades in JAMB office by the staff including massive cheating in some centres to the extent that applicants choose to take the UME in some locations possibly because of the ease of obtaining good scores in such places (Ejinkonye, 2004). Such centres became known as ‘‘miracle centres’’ as appellation suggests that some ‘miracles’ do happen in those centres leading to good performance. Ejinkonye (2004) noted that examination malpractice spells doom for the education sector in Nigeria as it is an illegal act committed by students, either single-handedly or in collaboration with other students, parents, teachers, supervisors, examiners or anyone before, during or after an examination, in order to obtain undeserved marks or grades. Oyekan (2000) stated that examination malpractice is any form of illegal and unauthorized assistance given to a single candidate or group of candidates in an examination, and any form of academic malpractices such as leakage of examination questions, impersonation, massive cheating in examination hall, alteration of candidates’ grades in JAMB office would have a pervasive impact on education and society at large. Oyekan (2000) was on an opinion that academic malpractices are the admission and examination irregularities which contravene the laid down standards. These irregularities will likely undermine the validity and reliability of the test which of course will lower the credibility accorded the examination. Based on this study, examination malpractice can be view as an illegal behaviour by a candidate before, during or after the examination so that he/she can attain success.

This was evident in the inability of candidates with high scores in UME to perform well in university examination. Following this development and JAMB’s apparent incapability to tackle the problem of examination malpractices effectively, some universities

introduced additional screening exercise known as Post-University Matriculation Examination (PUME) for candidates who were successful in UME in 2005/2006 admission session.  According  to  Owie  (2007),  the  reason  for  this  further  screening  is  lack  of confidence in the validity of UME scores paraded by many applicants, and examination malpractice has been implicated in this lack of confidence. Owie (2007) found out that to a large extent PUME has assisted in university admission selection.

However, the Post-University Matriculation Examination (PUME) screening exercise is not without its critics (Owie, 2007). First is the fear expressed by parents, guardians and the candidates (applicants) that the PUME  screening tests will create the scenario  that existed before the establishment of the JAMB, which encouraged personal relationships between parents/guardians and university admission officers in the admission of candidates. The implication is that children of the poor in society may not gain university education as they will not have equal access to the authorities. Second, the establishment and subsequent conduct  of the  PUME  screening  exercise  will  lead  to  lack  of uniformity  of  entrance examination standards. This is because one of the reasons for the establishment of the board was lack of unified admission standards across the country. Third, some critics said that the PUME screening exercise was an avenue for university authorities to raise fund both for the university, bank and cyber cafe owners. The charges (bank charges, cyber café charges) that go with the PUME application form is almost making it very expensive. Fourth, there is the opposition from JAMB officials who see PUME as an intruder capable of making their employment redundant by performing their statutory responsibility. Fifth, that PUME test is organized by non-psychometricians who have no knowledge on how to construct valid and reliable tests (Owie, 2007).

Despite the critics, the Federal Executive Council (FEC) on 16th November, 2005 in

Abuja  endorsed  that  the  Post-University Matriculation  Examination  (PUME)  screening

exercise be conducted by Nigerian universities (Ebiri, 2006). The universities presently conduct a screening test for candidates who passed at an acceptable level in the UME. This is to ensure that the selection process leads to the recommendation of students who have the ability to go through university education without academic problems (Ebiri, 2006).

According to Ursula (2012), in the 2010 academic session, University Matriculation Examination (UME) was merged with Monotechnics, Polytechnics and Colleges of Education (MPCE) and University Matriculation Examination (UME) was replaced with Unified Tertiary Matriculation Examination (UTME), and Post-University Matriculation Examination (PUME) became Post-Unified Tertiary Matriculation Examination (PUTME). According to the Registrar of the Board, the merging will reduce pressure on the board and bridge the discrimination between universities and other tertiary institutions (polytechnics and colleges of education). In 2014/2015 Unified Tertiary Matriculation Examination (UTME), JAMB introduced computer-based testing (CBT). Candidates were given option to choose between the computer-based testing (CBT) and paper and pencil based testing (PPBT). In order to minimize examination malpractice, JAMB in 2015/2016 UTME made the computer-based testing (CBT) compulsory for all candidates. Also, unlike in 2014/2015

UTME where candidates were allowed to register for the examination through any available cyber cafes, the 2015/2016 exercise limited registration for the examination to accredited and limited centers not from any internet points. Now, candidates have to travel to JAMB Computer-based test (CBT) centers to register as well as write UTME.

UTME and PUTME scores constitute an important part in the Nigeria admission decision into universities and other tertiary institutions. UTME and PUTME tests are multiple-choice  achievement  test  where  all  candidates  write  the  use  of  English  as compulsory  and  enter  in  three  (3)  subjects  relevant  to  the  preferred  course  of  study according to JAMB brochure. In Nigerian university admission, the possible total obtainable

UTME score of a candidate is 400 points while that of university PUTME is 400 or 100 points. Students are admitted based on the aggregate/average performance of UTME and PUTME scores in relation to departmental cut off point. A score in the UTME or PUTME screening test is supposed to be an indicator of the academic ability of an aspiring university candidates and a forecast of what the students can do if exposed to similar instruction or training. Despite the success, and sometimes, very high scores on UTME and PUTME, there’s persistent poor performance of students admitted into the different programmes in the  university  because  of examination  malpractice  that  has  eaten up  UTME.  This  has become a source of worry to stakeholders of university education. The fact remains that if the UTME and PUTME will continue to be used as a selection examination for admission into Nigerian universities, its predictive power need to be determined.

Research has shown that the classic validation theory used in explaining the predictor- criterion relationship could not account for complex phenomena especially in cases where the relationship between the criterion variable and predictor variables could be influenced or enhanced by a third variable called the moderator variable. A moderator variable (M) is a variable that alters the strength of a causal relationship. It is the variable that influences the strength of a relationship between other variable. Field (2006) defined moderator variable as a variable that  changes (increases or decreases)  the otherwise established effect  of the independent variable upon the dependent variable. The independent variable’s relationship with the dependent variable may change under different conditions, that condition is the moderator variable. Cooper, Russell and Frone (1990) stated that moderator variable is that factor which is measured, manipulated, or selected by the experimenter to discover whether it modifies the relationships of the independent variable to an observed phenomenon; it is a special type of independent variable. Kim, Kaye and Wright (2009) have stated that moderator is a qualitative (e.g., sex, age, race, ownership, class) or quantitative (e. g., level

of reward) variable that affects the direction and/or strength of the relation between an independent (predictor) variable and a dependent (criterion) variable. It is believed that properly accounting for these moderator variables in a multiple variables study will provide for  an  improved  level of prediction and  explanation other  than  the  predictive  validity coefficients that are often reported of these tests. For instance, Onyebuehi (2008) observed that socio-economic status moderate the prediction of students achievement in Senior Secondary Certificate Examination (SSCE) based on Centralized Mock Senior Secondary Certificate Examination. Longe (2013) also observed that gender predict students’ achievement in UTME based on university final year result. The use of moderator variables according to Tracey (2010) is one approach to increasing reliability and validity in measurement.  In other words, a failure to identify and account for the effect of a moderator variable in a predictive study may cause a low explanatory power of an educational research particularly those applying regression analyses.

In Nigeria, candidates from 16 years of age are eligible to write the entrance examinations (UTME/PUTME) and secure university undergraduate admission. In selection, there are no different cut-off points for different age groups. Many studies have shown that predictive validity studies have predicted more for first-year grades for young students than old students by entrance examination test scores. Salahdeen & Murtala (2005) in their study showed that the students who are less than 19 years perform better than those who are aged over 19 years in their first year of study. Farisdes & Woodfield (2003) stated that age as a moderator variable has an effect on predictive studies. That is age has the ability to moderate the relationship between independent and dependent variables. Anne and Peterson (1999) defined age as the length of time during which a being or thing has existed; length of life or existence to the time spoken of or referred to. Anne and Peterson (1999) in their studies found out that relationship existed between the mean GPA for old students and the mean

GPA  for  the  young  students.  Since  different  age  groups  write  the  same  entrance examinations (UTME/PUTME) and are admitted into the same programme in the various departments without any special treatment for any group, it becomes necessary to study age as a moderator variable. Students’ age as a moderator variable in this study refers to the candidate’s biological number of years at which he/she was admitted in the university and it was categorized into young students (16-20 years) and old students (20 years and above).

Furthermore, institutional ownership was studied as another moderator variable. Ownership  was  seen  as  the  proprietor of the  institution.  Institution  in  this  study  is  a university designed for the teaching of students under the direction of lecturers. University is derived  from the  latin  ‘‘universitas  magistrorum et  scholarium’’ which roughly  means

‘‘community of teachers and scholars’’. University is an institution of higher education and research which grants academic degrees in a variety of subjects and provides both undergraduate and postgraduate education in Nigeria. Public university was categorized into federal and  state  universities.  A  federal university which  is  established  by  the  federal government is the one in which governing authority and functions are divided between a central administration and a number of constituent colleges or faculties. It has been observed that  federal  universities  are  larger,  perhaps  because  of a  perceived  better  secured  job prospect, hence they have more personnel and academic staff as well as lower tuition fees than the state universities. However, federal universities have larger student population than the state universities because of the lower tuition fees. The federal government has the responsibility to determine the overall development objectives of the federal universities from time to time, and to define the structure and vision of the universities as articulated and enshrined in the laws governing their establishment. State universities which are public universities also are established and supported by individual state governments. They are institutions of higher education where their administration is under the state government for

which  the  university  is  situated,  each  with  its  own identity as  a  university.  They  get subsidies from their state government with occasional grants from the federal government through the agencies such as the Tertiary Education Trust Fund (TETFUND). The amount of the subsidy varies from university to university and state to state, but the effect is to lower tuition costs below that of private universities. It becomes important to determine if institutional ownership (federal and state universities) as a moderator variable altered change between predictor and criterion variables of this study. Bomide (1986) in his predictive study found out that a substantial proportion of the variance in children’s performance was accounted for by the variations in school ownership. Bomide (1986) stated that conducive environment, availability of infrastructure and quality of staff are likely capable of affecting the success of the students. However, in this study institutional ownership was studied as another moderator variable to ascertain its moderating influence in the relationship between entrance examinations test scores (UTME/PUTME) and university grades (100 level GPA).

However, other previous researchers carried out studies on gender, race, and socio- economic status on predictive validity studies without taken into account the amount of variations in the moderator variables (students age and institutional ownership) as regard to the predictive validity of university entrance examinations (UTME & PUTME) on students’

100level grade point average. Therefore, the researcher saw the need to carry out this study to extend the understanding on the predictive validity of UTME and PUTME scores (the predictor variables) in relation to 100level GPA (the criterion variable); also the influence of some moderator variables (students age and institutional ownership) that are capable of moderating or influencing the result of the study were also examined.

Statement of the Problem

Unified  Tertiary  Matriculation  Examination  (UTME)  and  Post-Unified  Tertiary

Matriculation Examination (PUTME) are the entrance examinations needed for admission

selection in public university which a candidate must pass before securing admission. University candidates are offered admission based on the average scores of Unified Tertiary Matriculation Examination (UTME) and Post-Unified Tertiary Matriculation Examination (PUTME)  according  to  department  and  faculty  cut-off marks.  Despite  the  success,  and sometimes, very high scores on UTME and PUTME, there’s persistent poor performance of students admitted into the different programmes in the university. This has become a source of worry to stakeholders of university education. The fact remains that if the UTME and PUTME will continue to be used as a selection examination for admission into Nigerian universities, its predictive power need to be determined. Despite some progress in research efforts in the area of predictive studies, it is observed that studies on the predictive power particularly the PUTME scores have not been extensively studied. Some other studies have also been carried out with emphasis on the relationship between some other variables such as gender, race, socio-economic status (class). The above studies were only used to determine only the relationship without further taking into account the amount of the variations in the university performance attributed to these variables. Hence, the researcher saw that it was necessary  to  determine  the  input  of age  of  the  student  at  the  point  of admission  and institutional ownership as moderating variables to students’ performance in UTME scores and PUTME scores on students’ 100 level GPA.

Purpose of the Study

The study aimed at determining the extent to which students age and institutional ownership functioned as moderator variables in the predictive validity of Unified Tertiary Matriculation Examination (UTME) and Post-Unified Tertiary Matriculation Examination (PUTME) for undergraduate students. Specifically, the study determined the:

i.      extent to which UTME scores can predict students’ GPA in 100level;

ii.      extent to which PUTME scores can predict students’ GPA in 100level;

iii.      extent to which the combination of UTME and PUTME scores can predict students’ GPA

in 100level;

iv.      influence of age of the students on the predictive validity of UTME scores with regard to the students’ GPA in 100level;

v.      influence of age of the students on the predictive validity of PUTME scores with regard to the students’ GPA in 100level;

vi.      influence of age of the students on the predictive  validity of combined UTME  and

PUTME scores with regard to the students’ GPA in 100level;

vii.      influence of institutional ownership on the predictive  validity of UTME  scores with regard to the students’ GPA in 100level;

viii.      influence of institutional ownership on the predictive validity of PUTME scores with regard to the students’ GPA in 100level; and

ix.      influence of institutional ownership on the predictive validity of combined UTME and

PUTME scores with regard to the students’ GPA in 100level;

Significance of the Study

This study was on students’ age and institutional ownership as moderators of the predictive validity of UTME and PUTME was useful both in theoretical and practical aspects.

From a theoretical perspective, the theories that propel this study include the classical test  theory (CTT),  regression  theory and  cognitive  development  theory.  The  theoretical significance of this study is anchored on the CTT which stated that the true score plus the error score should be equal to observed score. The findings of this study strengthened the CTT aim on the relations between the three variables of observed score, true score and error score, thereby improve the quality of validity and reliability by the investigators. This study was also build on Regression theory (simple and multiple) thereby strengthening regression

theory and with this model, one predicted a student’s 100 level GPA given values of UTME and PUTME. Cognitive development theory makes the classroom teachers understand that children’s way of thinking and understanding varies at different age (and that may affect their performance in predictive validity test). The findings helped to establish or refute the conclusions of this theory.

From a practical dimension, the findings of the study would be significant to JAMB, educational policy makers, university administrators, educational counselors, and parents. The study was significant because it would not only determine the predictive validity of PUTME and UTME but also helped to determine the extent to which students’ age and institutional   ownership   function   as   moderator   variables   in   the   prediction   of   such examinations. By correlating the predictor variables (UTME/PUTME) and criterion variable (100level GPA) in the study which was done to determine if there was any change that existed and  if such change was caused/altered  by moderator variables students age and institutional ownership. Such determinations enabled educational policy makers, university administrators, etc to know the variables that could influence the prediction of such examinations and be guided to take genuine decision regarding whether the data (scores) from such examinations could be used for selection in university admission process. The findings of the study would be of  immense benefit to JAMB, educational policy makers and university administrators because  it  was necessary to assess predictive validity of a test (UTME/PUTME) before deciding whether to continue using it in making decisions requiring forecasts, such as selection of students for universities admission. Also these bodies may use the  result  of  the  study  in  determining  the  usefulness  of  UTME  and  PUTME,  and  in organizing the examinations so as to have standardized items in the examinations. Also it would be useful for a wider and more critical appraisal of UTME and PUTME as a valid measuring instrument for selection of credible students in university admission process.

For educational policy makers, the findings of this study would help to know if age of the students at the point of admission is necessary in admission process. To the parents who fake children age in order to secure university admission, the findings of this study would help the parents to know if age of the students affects academic performance of university children.  In  addition,  educational  counselor  from  the  findings  of  this  study  would  be equipped with the necessary knowledge on the two  entrance  matriculation examinations (UTME and PUTME) which in turn would help in counseling parents and candidates seeking for university admission. It is expected that the findings of this study will serve as related empirical study to future researchers that would be faced with similar educational problem.

Scope of the Study

In Nigeria, university is of two types: public universities and private universities. This study concentrated on public universities because PUTME is required in securing its admission while some private universities do not conduct PUTME. Therefore, private universities were not part  of the study. The study focused on the predictive validity of students’ UTME scores, their PUTME scores; only two moderator variables (students’ age and institutional ownership) and their performance at 100 level in the public universities in old  Anambra state which  is  now:  Anambra and  Enugu  states.  The  moderator variables (students’ age and institutional ownership) were dichotomized into young students and old students; federal and state universities respectively.

Research Questions

The following research questions guided the study:

1.  To what extent do Unified Tertiary Matriculation Examination (UTME) scores predict students’ GPA in 100 level?

2.  To what extent do Post-Unified Tertiary Matriculation Examination (PUTME) scores predict students’ GPA in 100 level?

3.  To what extent does the combination of UTME and PUTME scores predict students’

GPA in 100 level?

4.  What is the influence of students’ age on the predictive validity of UTME scores on students’ GPA in 100 level?

5.  What is the influence of students’ age on the predictive validity of PUTME scores on students’ GPA in 100 level?

6.  What is the influence of students’ age on the predictive validity of combined UTME

and PUTME scores on students’ GPA in 100 level?

7.  What is the influence of institutional ownership on the predictive validity of UTME

scores on students’ GPA in 100 level?

8.  What is the influence of institutional ownership on the predictive validity of PUTME

scores on students’ GPA in 100 level?

9.  What is the influence of institutional ownership on the predictive validity of combined

UTME and PUTME scores on students’ GPA in 100 level?

Hypotheses

The study was guided by the following null hypotheses (Ho) tested at p< 0.05.

H01:       Unified  Tertiary  Matriculation  Examination  (UTME)  scores  do  not  significantly predict students’ GPA in 100 level.

H02:    Post-Unified Tertiary Matriculation Examination (PUTME) scores do not significantly predict students’ GPA in 100 level.

H03:    Combined UTME and PUTME scores do not significantly predict students’ GPA in

100 level.

H04:    Age of students does not significantly influence the prediction of students’ 100 level

GPA by UTME scores.

H05:    Age of students does not significantly influence the prediction of students’100 level

GPA by PUTME scores.

H06:    Age of students does not significantly influence the prediction of students’100 level

GPA by combined UTME and PUTME scores.

H07:    Institutional ownership of students does not significantly influence the prediction of students’100 level GPA by UTME scores.

H08:    Institutional ownership of students does not significantly influence the prediction of students’100 level GPA by PUTME scores.

H09        Institutional ownership of students does not significantly influence the prediction of students’ 100 level GPA by combined UTME and PUTME scores.

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