Exploring the Effect of Gender and Personality Characteristics on Educational Performance

This study was an update on gender differences, personality characteristics and academic performance carried out among students at a private University in Ogun State, Nigeria. The present study intends to validate the findings of the previous study with further review of literature on the subject matter. The result of the study showed that male and female students are different with regards to academic performance but not in personality traits. Also, conscientiousness (r=.272, p<.01) was found to be positively related to academic performance while neuroticism (r=-.170, p<.05) negatively correlated with academic performance. Furthermore, the other Big five personality factors did not have any significant relationship with academic performance: extraversion (r= -.027, p>.05), agreeableness (r= .057, p>.05) and openness to experience (r= -.018, p>.05). These personality factors jointly influenced changes in academic performance [F (5,195) = 3.897, p<.01]. The present study found a consensus in gender differences in academic performance with females outperforming the males. Also, studies agree that females are higher in agreeableness and neuroticism but not significantly different in conscientiousness when compared with males. This study concluded that conscientiousness trait had a significant effect on students’ academic performance; and that female students academically performed better than their male counterparts. Consequently, it was recommended that further studies be conducted to ascertain gender differences in personality characteristics using a very large sample size.

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

The article show the pattern of externalizing behavior across age, gender, school type, and school level, with reference to aggression, delinquency, and hyperactivity. The study samples were primary school pupils and secondary school students from three selected Local Government Areas (LGA) in Ogun State, Nigeria [Ado-Odo/Ota, Ifo, and Yewa South]. Their ages ranged from 10 to 20 years. The student/pupil sample was 1770 in all. The instrument used was an adapted version of Achenbach's child behavior checklist and youth self-report. Basic descriptive statistics like frequency, percentage, mean, standard deviation, as well as non-parametric statistics like Phi-coefficient, Chi-square, Goodman and Kruskal's gamma, Mann Whitney U test and Kruskal Wallis H test were utilized. Inferential parametric statistics like Pearson r, analysis of variance and simple regression were also utilized. Four major findings were reported. Firstly, the private schools irrespective of age, gender and level, scored higher than the public school in aggression, delinquency, and hyperactivity. Secondly, aggression is higher in secondary schools, while delinquency and hyperactivity are more prevalent in primary schools. Thirdly, school level and school type are the strongest predictors of externalizing behavior. Lastly, correspondence analysis showed a similar behavioral pattern for the three behaviors and three distinct behavioral patterns. i). Respondents aged 10 and below and those in primary schools (ii). Male, public and between 16 and 20. iii). Private, secondary, female and between 11 and 15. Implications of the study are discussed.

Datasets on demographic trends in enrollment into undergraduate engineering programs at Covenant University, Nigeria

In this data article, we present and analyze the demographic data of undergraduates admitted into engineering programs at Covenant University, Nigeria. The population distribution of 2649 candidates admitted into Chemical Engineering, Civil Engineering, Computer Engineering, Electrical and Electronics Engineering, Information and Communication Engineering, Mechanical Engineering, and Petroleum Engineering programs between 2002 and 2009 are analyzed by gender, age, and state of origin. The data provided in this data article were retrieved from the student bio-data submitted to the Department of Admissions and Student Records (DASR) and Center for Systems and Information Services (CSIS) by the candidates during the application process into the various engineering undergraduate programs. These vital information is made publicly available, after proper data anonymization, to facilitate empirical research in the emerging field of demographics analytics in higher education. A Microsoft Excel spreadsheet file is attached to this data article and the data is thoroughly described for easy reuse. Descriptive statistics and frequency distributions of the demographic data are presented in tables, plots, graphs, and charts. Unrestricted access to these demographic data will facilitate reliable and evidence-based research findings for sustainable education in developing countries.

Datasets linking ethnic perceptions to undergraduate students learning outcomes in a Nigerian Tertiary Institution

This data article represents academic performances of undergraduate students in a select Nigerian Private Tertiary institution from 2008 to 2013. The 2413 dataset categorizes students with respect to their origins (ethnicity), pre-university admission scores and Cumulative Grade Point Averages earned at the end of their study at the university. We present a descriptive statistics showing mean, median, mode, maximum, minimum, range, standard deviation and variance in the performances of these students and a boxplot representation of the performances of these students with respect to their origins.

The role of gender on academic performance in STEM-related disciplines: Data from a tertiary institution

This data article presents data of academic performances of undergraduate students in Science, Technology, Engineering and Mathematics (STEM) disciplines in Covenant University, Nigeria. The data shows academic performances of Male and Female students who graduated from 2010 to 2014. The total population of samples in the observation is 3046 undergraduates mined from Biochemistry (BCH), Building technology (BLD), Computer Engineering (CEN), Chemical Engineering (CHE), Industrial Chemistry (CHM), Computer Science (CIS), Civil Engineering (CVE), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mathematics (MAT), Microbiology (MCB), Mechanical Engineering (MCE), Management and Information System (MIS), Petroleum Engineering (PET), Industrial Physics-Electronics and IT Applications (PHYE), Industrial Physics-Applied Geophysics (PHYG) and Industrial Physics-Renewable Energy (PHYR). The detailed dataset is made available in form of a Microsoft Excel spreadsheet in the supplementary material of this article.

Learning analytics: Dataset for empirical evaluation of entry requirements into engineering undergraduate programs in a Nigerian university

In Nigerian universities, enrolment into any engineering undergraduate program requires that the minimum entry criteria established by the National Universities Commission (NUC) must be satisfied. Candidates seeking admission to study engineering discipline must have reached a predetermined entry age and met the cut-off marks set for Senior School Certificate Examination (SSCE), Unified Tertiary Matriculation Examination (UTME), and the post-UTME screening. However, limited effort has been made to show that these entry requirements eventually guarantee successful academic performance in engineering programs because the data required for such validation are not readily available. In this data article, a comprehensive dataset for empirical evaluation of entry requirements into engineering undergraduate programs in a Nigerian university is presented and carefully analyzed. A total sample of 1445 undergraduates that were admitted between 2005 and 2009 to study Chemical Engineering (CHE), Civil Engineering (CVE), Computer Engineering (CEN), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mechanical Engineering (MEE), and Petroleum Engineering (PET) at Covenant University, Nigeria were randomly selected. Entry age, SSCE aggregate, UTME score, Covenant University Scholastic Aptitude Screening (CUSAS) score, and the Cumulative Grade Point Average (CGPA) of the undergraduates were obtained from the Student Records and Academic Affairs unit. In order to facilitate evidence-based evaluation, the robust dataset is made publicly available in a Microsoft Excel spreadsheet file. On yearly basis, first-order descriptive statistics of the dataset are presented in tables. Box plot representations, frequency distribution plots, and scatter plots of the dataset are provided to enrich its value. Furthermore, correlation and linear regression analyses are performed to understand the relationship between the entry requirements and the corresponding academic performance in engineering programs. The data provided in this article will help Nigerian universities, the NUC, engineering regulatory bodies, and relevant stakeholders to objectively evaluate and subsequently improve the quality of engineering education in the country.

Learning analytics for smart campus: Data on academic performances of engineering undergraduates in Nigerian private university

Empirical measurement, monitoring, analysis, and reporting of learning outcomes in higher institutions of developing countries may lead to sustainable education in the region. In this data article, data about the academic performances of undergraduates that studied engineering programs at Covenant University, Nigeria are presented and analyzed. A total population sample of 1841 undergraduates that studied Chemical Engineering (CHE), Civil Engineering (CVE), Computer Engineering (CEN), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mechanical Engineering (MEE), and Petroleum Engineering (PET) within the year range of 2002–2014 are randomly selected. For the five-year study period of engineering program, Grade Point Average (GPA) and its cumulative value of each of the sample were obtained from the Department of Student Records and Academic Affairs. In order to encourage evidence-based research in learning analytics, detailed datasets are made publicly available in a Microsoft Excel spreadsheet file attached to this article. Descriptive statistics and frequency distributions of the academic performance data are presented in tables and graphs for easy data interpretations. In addition, one-way Analysis of Variance (ANOVA) and multiple comparison post-hoc tests are performed to determine whether the variations in the academic performances are significant across the seven engineering programs. The data provided in this article will assist the global educational research community and regional policy makers to understand and optimize the learning environment towards the realization of smart campuses and sustainable education.

Subjective Experiences and Meaning Associated with Drug Use and Addiction in Nigeria: A Mixed Method Approach

PURPOSE: Nigeria is experiencing increased rate of drug use among young people. Studies have shown a very high rate of drug use and addiction among university undergraduates and this study was aimed at examining the experiences and meanings associated with drug abuse and addiction among university students while also identifying the causative factors of the use of psychoactive substances.METHODS: The study which is a mixed method made use of an adapted and validated version of the drug abuse screening test (DAST-10) scale to measure drug use and emotional intelligence questionnaire was used to measure an aspect of psychosocial functioning and interviews were used to explore the subjective experiences of six participants. Both the purposive and snowballing sampling techniques were employed. The quantitative data generated were coded and entered into the statistical package for social sciences and results were presented using descriptive tables.RESULTS: The results showed no significant relationship and a negative correlation between drug abuse and emotional intelligence (r = -0.229, p> 0.05). The qualitative data was transcribed and coded using thematic coding where themes are extracted from each transcript. The most commonly used substances were codeine (85%), alcohol (75%), cannabis (70%), tramadol (65%), rohypnol (65%), and tobacco (50%). Qualitative data shows that the participants exercised some sort of willpower over the use of psychoactive substances and the major reason for use was to seek a new experience.CONCLUSION: This study brought to the fore the evidence that personal meanings and experiences come into play in taking decisions on drinking or substance use and this should be considered when interventions are planned.

Item analysis of university-wide multiple choice objective examinations: the experience of a Nigerian private university

Teachers and Students worldwide often dance to the tune of tests and examinations. Assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly. One of the tools for ‘doing it rightly’ is item analysis. The core objectives for this study, therefore, were: ascertaining the item difficulty and distractive indices of the university wide courses. A range of 112–1956 undergraduate students participated in this study. With the use of secondary data, the ex-post facto design was adopted for this project. In virtually all cases, majority of the items (ranging between 65% and 97% of the 70 items fielded in each course) did not meet psychometric standard in terms of difficulty and distractive indices and consequently needed to be moderated or deleted. Considering the importance of these courses, the need to apply item analyses when developing these tests was emphasized.