EVALUATING FACTORS THAT AFFECT ACADEMIC PERFORMANCE OF

STUDENTS IN QUANTITY SURVEYING DISCIPLINE

(A CASE STUDY OF KADUNA STATE UNIVERSITY)

BY

EBENEZER ELISHA JOCK

(KASU/15/QSV/1016)

TO

THE DEPARTMENT OF QUANTITY SURVEYING, KADUNA STATE

UNIVERSITY KAFANCHAN CAMPUs, FACULTY OF ENVIRONMENTAL
SCIENCE.

JUNE 2021
 DECLARATION

I, Ebenezer Elisha Jock, hereby declare that, this dissertation is my original work and has
never been presented to any university or institution for any academic award.

_____________________ _______________________
Ebenezer Elisha Jock Date

ii
 CERTIFICATION

This is to certify that this project has been examined, endorsed and approved for the
award of B. SC Degree in Quantity surveying having satisfied the requirements of the
Department of Quantity Surveying, Kaduna state university.

____________________________ _______________________
QS Dr. Buba Simon-peter Gumgaro DATE
(PROJECT SUPERVISOR)

____________________________ _______________________
Christiana Paul Adah DATE
(PROJECT COORDINATOR)

__________________________ _______________________
QS Dr. Buba Simon-peter Gumgaro DATE
(HEAD OF DEPARTMENT)

________________________ _______________________
Dr. Hosea Kato Mande DATE
(DEAN OF EVIRONMENTAL SCIENCE)

__________________________ ____________________
EXTERNAL EXAMINER DATE

iii
 DEDICATION
This dissertation is dedicated to God Almighty who has kept me all through in the course of
pursuing this program and also to my Parent Mr & Mrs. Elisha H. Nyam who served as pillars
to my education.

iv
 ACKNOWLEDGEMENT
I would like to thank God almighty for who has kept me all through in the course of pursuing
this program, and also the following people who in many ways contributed to this piece of
work. I am indebted to my supervisor, QS, Dr. Buba Simon Peter Gumgaro for his patience,
inspiration and encouragement. I admired the way in which he explained patiently very
difficult concepts in a very simple ways. I would like to thank especially my project coordinator
in person of Mr Christiana Paul Ada who led me through the first stages of my research work
when I had no much experience. Words cannot express how grateful I am to Mr Kenneth
Gugong whose invaluable knowledge helped me to put this piece of work together, he attended
and guided me in difficult times while in the University. I also, will all sense of humility thank
all the lecturers staff in the Department of Quantity Surveying for their contribution to my
success in education and also my family and friends for the wonderful support to the success
of my Education, lastly but not the least, my colleagues for team spirit. God bless you all,
Amen. I thank you all very much.

v
 TABLE OF CONTENTS
Title Page---------------------------------------------------------------------------------------------------i
Declaration-------------------------------------------------------------------------------------------------ii
Certification-----------------------------------------------------------------------------------------------iii
Dedication-------------------------------------------------------------------------------------------------iv
Acknowledgement----------------------------------------------------------------------------------------v
Table Of Contents----------------------------------------------------------------------------------------vi
Abstract----------------------------------------------------------------------------------------------------ix
CHAPTER ONE
INTRODUCTION
1.1 Background---------------------------------------------------------------------------------------1
1.2 Statement Of The Research Problem----------------------------------------------------------2
1.3 Justification of the Research-------------------------------------------------------------------3
1.4 Aim And Objectives-----------------------------------------------------------------------------3
1.5 Significances of the Research------------------------------------------------------------------4
1.6 Scope----------------------------------------------------------------------------------------------4
1.7 Limitation-----------------------------------------------------------------------------------------4
1.8 Research Methodology-------------------------------------------------------------------------5
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction………………………………………………………………………….6
2.1 Background of Quantity Surveying Development in Nigeria…………………...…...6
2.2 Quantity Surveying Practice in Nigeria-----------------------------------------------------7
2.3 The Quantity Surveying profession----------------------------------------------------------7
2.4 The Quantity Surveyor……………………………………………….………………7
2.5 Duties Of Quantity Surveyor------------------------------------------------------------------7
2.6 The Way To Becoming A Quantity Surveyor-----------------------------------------------8
2.7 Institutions Offering Quantity Surveying----------------------------------------------------9
2.8 Professional Qualifications………………………………………………………….10
2.9 Quantity Surveyors Registration Board Of Nigeria (Qsrbn) -----------------------------11
2.10 The N.I.Q.S. Secretariat-----------------------------------------------------------------------11
2.11 Academic Performance------------------------------------------------------------------------11
2.12 Student Performance--------------------------------------------------------------------------12
2.13 Grading System--------------------------------------------------------------------------------13
2.14 Factor that Affect Academic Performance…………………………………….……14
2.14.1 Academic competence …………………………………………………………..…14
2.14.2 Strategic Studying-----------------------------------------------------------------------------15
2.14.3 Time Management-----------------------------------------------------------------------------17
2.14.4 Exams Stress-----------------------------------------------------------------------------------17
2.13 Review Of Related Studies-------------------------------------------------------------------19
CHAPTER THREE
RESEARCH METHOD
3.1 Introduction------------------------------------------------------------------------------------24
3.2 Research Design------------------------------------------------------------------------------24
3.3 Research Approach………………………….……...…..………………………….24
3.3.1 Quantitative and Qualitative research approach…………………………….……….24
3.3.2 Qualitative Approach…………………………………………………………………25
3.3.3 Quantitative Approach………………………………………………………………..25
3.3.4 Advantages of Quantitative approach………………………………………………...26
3.3.5 Disadvantages of Quantitative approach………………….…………………...……..27
3.3.6 Advantages of qualitative approach………………………………………………….27
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3.3.7 Advantages of qualitative approach…...................................................................27
3.4: Research Methodology Used……………………...………………………….…28
3.5 Population----------------------------------------------------------------------------------28
3.6 Sample Size And Sampling Technique------------------------------------------------28
3.7 Reliability of Instruments---------------------------------------------------------------30
3.8 Research Instruments--------------------------------------------------------------------31
3.9 Validity of Research Instruments-------------------------------------------------------31
3.10 Procedure-----------------------------------------------------------------------------------31
3.11 Data Analysis…………………………………….……………...………………32
3.12 Method of data analysis………………………………………........…………….32
3.13 Ethical consideration…………………………………………………………….34
CHAPTER FOUR
DATA ANALYSIS
PRESENTATION AND DISCUSSION OF RESULTS
4.1 Introduction----------------------------------------------------------------------------------35
4.2 Bio data………………….……………………………..………………………….35
4.3 Structural model assessment………………..……………………….…………….42
CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
5.0 Summary Of Findings-----------------------------------------------------------------------45
5.1 Conclusions-----------------------------------------------------------------------------------46
5.2 Recommendations---------------------------------------------------------------------------46
5.3 limitation………………………………………………………………………..…46
5.4 Suggestion to future study………………………...………………………….…....47
References---------------------------------------------------------------------------------------------48
Appendix A--------------------------------------------------------------------------------------------52
Appendix B………………………..……………………………………………..………...55
LIST OF TABLES
Table 2.0 Grading System………………………………………………………………….13
Table 3.0 for Determining Sample Size form a Given Population………………………...28
Table3.1 shows the sample size of the population…………………………………………29
Table 3.2 Reliability Statistics………………………………………………………...……30
Table 3.3 Cronbach’s Alpha Interpretation………………………………………………...31
Table 4.1.1 Sex of respondents………………………………………....………………….35
Table 4.1.2 Age of respondents……………………………………………………………35
Table 4.1.3 Marital status of respondents………………………………………………….36
Table 4.1.4 Level of study………………………………...……………………………….36
Table 4.1.5 Mode of entry……………………………………………...…………………..37
Table 4.1.6: Knowledge of QS before entry………………………………………..……...36
Table 4.1.7: Quantity Surveying as first choice.…………………………………………...37
Table 4.1.8: Motivation towards Quantity Surveying……………………………………..37
Table 4.1.9: I am happy with the course, though not my choice of study originally……...37
Table 4.1.10: My concentration/commitment to QS as not a chosen course……………..37
Table 4.1.11. Accessibility to course advisers……………………………………………38
Table 4.1.12: If yes, how often do you meet with your course adviser…………………..38
Table 4.1.13: Satisfaction with academic performance…………………………………..38
Table 4.2.1: Factor Affecting Student Performance………………………………………39
Table 4.2.2:Ways Of Mitigating Factors Affecting Students Academic Performance……40
Table 4.2.3 Multicolinearity from exogenous to endogenous construct…………...………42
Table 4.2.4 Coefficient of determination (R2 statistics)………………………….………...43
Table 4.2.5 Path coefficient and the significance of the relationship……………………...43
vii
LIST OF FIQURE
Figure 2.0 review of related studies……………………………………………………23
Figure 4.1 structural model assessment………………………………………………..42

TABLE O F CONTEN TS

viii
 ABSTRACT

This study was designed to investigate the factors affecting academic performance of

undergraduate students of Quantity Surveying discipline. Emphasis was put on trying to

establish the various factors that affect academic performance of undergraduate students which

include; test competence, time management, strategic studying and exams stress. Data was

collected from 140 respondents selected from all the various level of study of Quantity

Surveying program at Kaduna State University using the simple random sampling method. To

analyze the data, the mean score ranking was used with the aim of establishing the relationship

between factors affecting academic performance, ways of mitigating factors affecting

academic performance and academic performance (CGPA) of undergraduate students of the

department of Quantity Surveying in the University. Among the various factors that affect

academic performance, the lack of knowledge of the effects of failing cognate courses at lower

levels is the main factor affecting students’ academic performance. This item attracted the

highest respondents mean response of 4.046. Another factor that greatly affects students’

academic performance is that lower level students (100-300) lack courage to approach lecturers

for fear of rebuke. This item attracted the second highest mean response of 3.9846.

Consequently, Students’-lecturers periodic discuss on professional practice and skills was

identified as the number one way of mitigating factors that affect academic performance. This

item attracted the highest respondents mean response of 4.0101, Another way of mitigating

factors that greatly affects students’ academic performance is that tutorials time table should

be respected. This item attracted the second highest mean response of 3.8692.

ix
 CHAPTER ONE

Introduction

1.1 Background of the Study

Education is usually seen as an investment in human resources. However, it cannot play its role

of manpower development effectively unless the young ones make accurate choices of field of

study that will lead to careers best suitable for them (Benjamin, 2011).

David and Foray (2002), commented that there is a global shift towards a knowledge-based

economy where knowledge is a core economic resource that is as important as the traditional

resources, e.g., money, natural resources, to drive economic growth. The quantity surveyor's

expertise is generally derived from the application of specialized knowledge obtained from

tertiary education. Yet, quantity surveyors world-wide are urged to continuously develop

themselves professionally and thus be fully updated, be more competitive, able to meet the

expectations of increasingly sophisticated and demanding clients and develop a new paradigm

in facing the future challenges to the profession. They also have to expand their knowledge

and skills to take advantage of new areas and opportunities that arise from developments such

as the trend of globalized open trade, changing economic policies and pervasive use of

information and technology.

Competency has become the major concern to many disciplines as there has arising the need

to improve on skills of graduates as they enter the work force (Idowu and Odusami, 2006).

Most students at the early stage in a university are in the state of dissatisfaction and confusion.

The reason for this as added is the lack of individual conviction and self-interest to engage in

the course that had been offered to them (Oloruntobi, 2008).Ahmadu and Hasan (2009) opined

that “good quality training is the main Prerequisite to becoming competent”. To improve on

the level of competency, one must keep abreast with technological changes and consequently,

updating an existing knowledge base demand that the tertiary institution offers. Their self-

1
interest is one of the major factors against the low performance at the early stay of students in

the school (Benjamin, 2011).

1.2 Statement of the Problem

All professional bodies seek to recruit and retain the ‘best and brightest’ in order to secure

future success and continued status amongst their peers. As such, survival and thriving of

professional bodies depends on the sustainable recruitment of membership starting from the

students‟ level (Fedoryshyn and Hintz, 2000).

Warren and Wilkinson, (2008), argued that while the importance of the professional body

membership has not changed, there is an apparent Change in the attitude of young members

especially students towards membership. A report by the NIQS Executive council (for the

period 2011 -2013) presented at the 2013 Biennial General meeting (BEGM) in Abuja, shows

that Students‟ enrolment into NIQS students‟ membership cadre was very low and has

declined from twenty one membership applications in 2012 to eight in 2014; and as at 31st

October, 2014 the student membership strength stood as 1145; this represents 14.06% of total

NIQS membership. This number is very low compared to the number of tertiary institutions in

Nigeria offering Quantity surveying as a Course (about 24 Universities and 39 Polytechnics

with Quantity surveying departments). Also, the noticeable number of Students‟ attendance in

NIQS activities precisely the national seminar in Gombe held in June, 2104 and the Workshop

in Uyo in October, 2014; was about twenty (very low) which is an eyesore when compared to

the number of students in various institutions offering Quantity surveying as a course in

proximity to the venue of the events and the nation at large. This has been the norm regarding

students‟ attendances in NIQS activities and events.

Thus, this declining level of students‟ enrolment and participation should be a major concern

for all stakeholders (the tertiary institutions, the NIQS and the Prospective employers in the

industry) as it may pose a great danger to the future of the profession.

2
1.3 Justification of the Research

In the dynamic educational environment in which we operate it is important that we continually

research in order to articulate a purposeful body of knowledge to improve ways of impacting

knowledge to students and the quality of such knowledge ( Abutu), (2005).

Lawal (2007), observed that, the success of any professional body is hinged on the quality of

education and training of its members and the quantum of participant allowed into its full

membership per period, adding that it is a collective responsibility of the professionals, no

matter how imposing the task, to properly shape their professions in Nigeria in particular and

in Africa.The rate at which students performed academically in Quantity Surveying discipline

in the Kaduna state university is low. Hence, there is need for a well-structured research that

will dig deep and draw out underlying factors that limit the performance of the students.

Research Questions

- What are the factors affecting students’ performance in department of quantity

surveying, Kaduna state university.

- What are those factors that can help improve student performance

- What influence those factor that help improve students’ performance have on

students’ academic performance?

1.4 Aims and Objectives

The current research is aimed at evaluating factors that affect academic Performance of

students in Quantity Surveying discipline and to achieve this following objectives are outlined;

- To identify those factors that affect students’ academic performance in department of

quantity surveying, Kaduna State University.

- To establish those factors that can help improve students’ performance in department

of quantity surveying, Kaduna State University.

3
 - To determine what influence those factor improving student performance have on

student academic performance.

1.5 Significances of the Research

Owing the exhibition of the students as the thought of the division of amount Surveying

Kaduna State University, and as indicated by the measurement of understudies past scholastic

records, a few students performed profoundly others don't perform well, the office is worried

about who don't perform well since, supposing that this lackluster showing goes uncheck the

office may lose its standing which may bring about free of sure about its graduate, as to that,

there is need of assessing the variables influencing the presentation of students in the

department to build up the department and furthermore keep the school from losing its

standing.

1.6 Scope

For the purpose of this research, emphasis was laid on the academic Performance of

undergraduate students of Quantity Surveying discipline in Kaduna state university. The study

was conducted at Kaduna State University, Kaduna, Nigeria, by administering questionnaire

to students enrolled in all levels ranging from year one to year five curriculum of quantity

surveying in Kaduna state university.

1.7 Limitation

The research is intended to be conducted to other relevant higher institutions offering Quantity

Surveying within Nigeria. But due to time factor, only the undergraduate students in the

department of quantity surveying, Kaduna state university. Will be considered; hence the

outcome of the findings lacked the basis for generalization when considering other higher

institution

1.8 RESEARCH METHODOLOGY

The study evaluating factors that affect students’ performance in quantity surveying

department Kaduna state university Nigeria.

4
The quantitative research approach using questionnaire will be used as a research instrument

for the study. The questionnaire will be administer to undergraduate students of department of

quantity surveying from 200 level to 500 level of study will at least one semester examination.

The method of data analysis and reporting will be descriptive statistics.

5
 CHAPTER TWO

Literature Review

2.0 Introduction

This chapter considers some relevant literature in relation to the focus of the study. It includes

the background of basic terminologies related to the research study, the theoretical framework

on which this research is based, and the empirical evidence which influence the various

conclusions drawn by previous researchers.

Literature review is an evaluation of previous research; it is a summary of a particular area of

research allowing anybody reading the paper or project to establish research progress. A good

literature review expands upon the reason behind selecting particular research topic or

question.

2.1 Background of Quantity Surveying Development in Nigeria

Quantity surveying is relatively a young profession which originated in Great Britain at the

early turn of the twentieth century. About 30years ago after Nigerian independence, in 1970

only two polytechnic in Nigeria were the institutions offering Quantity Surveying related

programmes, that is, higher National Diploma (HND) in Building and civil Engineering with

specialization courses in Quantity Surveying. Professionally qualified Quantity Surveyors at

the time were United Kingdom trained Quantity Surveyors and were within the two-digit

number (indeed less than eighty ‘80’). Other allied profession of the built environment

includes, Architecture, Engineering, surveying and estate surveying and valuation were

running academic programme in virtually all the few Universities in existence in the country

at the time. No university offers a programme in quantity surveying until Ahmadu Bello

University under the creative initiative brilliant university administrators and visionary policy

makers introduce QS degree programme in September 1971. The pioneer set of that

programme and subsequent streams have continued to show commitment to the growth of QS
6
education in Nigeria. These Nigerian and foreign quantity surveyors who were all trained in

Great Britain commenced the Practice of QS in Nigeria leading to the establishment in 1969

of the Nigerian Institute off Quantity Surveyors, (NIQS) (Anyadike, 2003).

2.2 Quantity Surveying Practice in Nigeria

In the study of Oke et al. (2010), there is a literature on quantity surveying practice in Nigeria

which has it that quantity surveying profession was recognized by The regulated and other

professions (Miscellaneous Provision) Act 1978 as one of the scheduled professions in Nigeria

while the decree No. 31 of 1986 gave legal backing and recognition to quantity surveying

profession and also set up the Quantity Surveyors Registration Board of Nigeria

(QSRBN) to regulate the profession (NIQS, 2004).

2.3 Quantity Surveying Profession

Quantity surveying profession deals with the measurement of construction works, calculation

of cost, and the management of construction projects. Therefore to be a good Quantity

Surveyor, one must be good in all areas of construction works, as well as management.

2.4 The Quantity Surveyor

A Quantity Surveyor (Q.S) is a Development and Construction Cost Adviser in Building, Civil

and Engineering projects. The Quantity Surveyor is the Financial Expert in all matters relating

to Buildings, Civil and other Engineering projects. A Quantity surveyor is therefore defined as

construction cost experts, planning, controlling, contracting managers and negotiating

tendering and budgeting (Jagboro, 2016)

2.5 Duties of Quantity Surveyor

The duties of a Quantity Surveyor are many but broadly, they include the following:

(i) Carrying out feasibility studies of capital projects

7
(ii) Cost modeling which means preparation of cost estimates, budgets, cost planning,

monitoring and control cost, as well as cost research.

(iii) Contract documentation which include preparation of bills of Quantities and other

tender documents, giving advice on tendering/bidding procedures, contractual

arrangement and tender evaluation and analysis.

(iv) Contract administration which means management of construction work and cost

during the execution of the project.

(v) Project Management which means the co-ordination of the efforts of all the consultants

and contractors from the inception of the project to completion in order to achieve

desired result within pre-determined time and cost frame work. The Quantity Surveyor

is also very useful in the following areas:

(vi) Direct Labor project i.e. using in-house team/people. To execute a project rather than

give it out to contractors.

(vii) Arbitration in case of disputes between the project owners i.e. the client and the

contractors.

(viii) Giving expert witness in case of litigation.

2.6 The way to Becoming a Quantity Surveyor

The training to becoming a quantity surveyor starts with meeting the necessary basic

requirement and qualification which is achieved at Secondary School Level. The minimum

requirements are five (5) credits in General Certificate of Education (GCE) or/and Senior

Secondary Certificate in the following subjects:

(i) English Language

(ii) Mathematics

(iii) Physics

(iv) Two other subjects from Chemistry, Further Math’s, Economics, Geography,

Technical Drawings, Biology, Commerce.

8
Note: The first three subjects are compulsory.

With these requirements one can seek admission to either University or polytechnic that offer

Quantity Surveying.

2.7 Institutions Offering Quantity Surveying

(a) Universities

(i) Ahmadu Bello University, Zaria

(ii) Enugu State University of Science and Technology, Enugu

(iii) Federal University of Technology, Akure

(iv) Federal University of Technology, Minna

(v) University of Uyo

(vi) Nnamdi Azikiwe University of Technology, Awka

(vii) Obafemi Awolowo University of Ile-Ife.

(viii) Rivers State University of Science and Technology, Port Harcourt

(ix) Abubakar Tafawa Balewa University, Bauchi

(x) Imo State University, Owerri.

(xi) University of Lagos, Lagos.

(xii) Abubakar Tafawa Balewa University, Bauchi

(b) Polytechnics

(i) Federal Polytechnic, Auchi

(ii) Federal Polytechnic, Kaduna

(iii) Federal Polytechnic, Kaura Namoda

(iv) Federal Polytechnic, Nekede, Owerri

(v) Federal Polytechnic, Nasarawa

(vi) Federal Polytechnic, Oko

(vii) Federal Polytechnic, Ibadan

(viii) Federal Polytechnic, Ilaro

9
 (ix) Federal Polytechnic, Ado-Ekiti

(x) Federal Polytechnic, Idah

(xi) Ondo State Polytechnic, Owo

(xii) College of Technology, Esa-Oke

(xiii) Kwara State College of Technology, Ilorin

(xiv) Yaba College of Technology, Yaba, Lagos

(xv) Akanu Ibiam Federal Polytechnic, Unwana Afikpo

(xvi) Federal Polytechnic, Ede

(xvii) Federal Polytechnic, Bauchi

The JAMB Brochure must be checked from time to time for any additional institutions. After

a student has gone through the University or Polytechnic for a period of five (5) years to obtain

B.Sc (Hons) or HND as the case may be, he or she then has to undergo a two years period of

practical professional training and at the end of which he or she will have to sit and pass a

professional competence Test conducted by Nigerian Institute of Quantity Surveyors (NIQS).

After this, the member can be registered to practice the Profession, by the Institute of Quantity

Surveying Registration Board of Nigeria (QSRBN).

2.8 Professional Qualifications

In order to become a corporate member with the acronym “MNIQS” each entrant has to

undergo supervised “on the job” training and experience over a minimum of two years. Their

competencies are then reassessed by the Institute through Examinations and attendance at an

Assessment of Professional Competence Interview. After this, the member can be registered

to practise the Profession, by the Quantity Surveying Registration Board of Nigeria (QSRBN).

10
2.9 Quantity Surveyors Registration Board of Nigeria (QSRBN)

In 1986, the Federal Government recognized the Nigerian Institute of Quantity Surveyors

through the Quantity Surveyors Registration, etc. Decree No. 31 of December 1986.

Consequent upon this recognition, a Quantity Surveyors Registration Board of Nigeria

(QSRBN) was thus established by Government to regulate the practice of Quantity Surveying

in Nigeria. Prior to this recognition by the Federal Government, the Nigerian Institute of

Quantity Surveyors, which was founded in 1969, had operated under the Lands Perpetual

Succession Act to which it was registered in 1970.

2.10 THE N.I.Q.S SECRETARIAT

The National Secretariat of the Institute is located at No. 20, 4th Avenue (Sa’adu Zungur

Avenue), Gwarinpa, Abuja. The only Liaison Office is at 3, Clegg Lane, Ojuelegba Surulere,

Lagos2.8

2.11 ACADEMIC PERFORMANCE

Academic performance refers to how students deal with their studies and how they cope with

or accomplish different tasks given to them by their teachers.

Although education is not the only road to success in the working world, much effort is made

to identify, evaluate, track and encourage the progress of students in schools. Parents care about

their child's academic performance because they believe good academic results will provide

more career choices and job security. The tracking of academic performance fulfills a number

of purposes. Areas of achievement and failure in a student's academic career need to be

evaluated in order to foster improvement and make full use of the learning process. Results

provide a framework for talking about how students fare in school, and a constant standard to

which all students are held. Performance in school is evaluated in a number of ways. For regular

grading, students demonstrate their knowledge by taking written and oral tests, performing

presentations, turning in homework and participating in class activities and discussions.

Teachers evaluate in the form of letter or number grades and side notes, to describe how well
11
a student has done. At the state level, students are evaluated by their performance on

standardized tests geared toward specific ages and based on a set of achievements students in

each age group are expected to meet.

2.12 Student Performance

Galiher (2006) and Darling (2005), used GPA to measure student performance because they

main focus in on the student performance for the particular semester. Some other researchers

used test results or previous year result since they are studying performance for the specific

subject or year.

Karemera (2003) found that students' performance is significantly correlated with satisfaction

With academic environment and the facilities of library, computer lab and etc. in the institution.

With regard to background variables, he found a positive effect of high school performance

and school achievement he found no statistical evidence of significant association between

family income level and academic performance of the student.

Robert & Sampson (2011), found that the member of educational board will be educated and

their impact on school is positive, for professional development it is essential for student

learning. The students who are actively engage in the learning process are observed to have a

positive correlation with the CGP. A Study effort from student and the proper use of the

facilities provided by the institution to the student, a good match between students’ learning

style and are positively affect the student's performance

2.13 Grading System

According to Kernan, Bogart & Wheat (2011), Grades are standardized measurements of

varying levels of comprehension within a subject area. Grades can be assigned in letters (for

example, A, B, C, D, E or F), as a range (for example 4.0 - 1.0), as descriptors (excellent, great,

satisfactory, needs improvement), in percentages, or, as is common in some post-secondary

institutions in some countries, as a Grade Point Average (GPA). The GPA can be used by

potential employers or further post-secondary institutions to assess and compare applicants. A

12
 Cumulative Grade Point Average is the mean GPA from all academic terms within a given

academic year, whereas the GPA may only refer to one term.

In most Nigerian universities, semester grade are calculated as Grade Point Average (GPA) on

the basis of A (70-100), B (60-69), C (50-59), D (45-49), E (40-44) and F (0-39) which are

equivalent to 5,4,3,2,1 and 0 Grade Points (GP), respectively. The above grading system is

applicable to Ahmadu Bello University, Zaria, Undergraduate Hand Book (2008).

The approved scoring and grading system for all examination conducted within the University

is as summarized below.

TABLE 2.0 Grading System

Credit Units Percentage Letter Grade Grade Point Cumulative Class of Degree
Score Grades Points Average Average
(GP) (GPA) (CGPA)
Vary according 70-10 A 5 Derived by 4.50-5-00 First Class
to contact hours 60-69 B 4 multiplying 3.50-4.49 2nd Class Upper
assigned to each 50-59 C 3 Credit Units 2.40-3.49 2nd Class
course per week 45-49 D 2 and Grade 1.50-2.39 Lower
per semester and 40-44 E 1 Point (GP) and 1.00-1.49 Third Class
according to 0-39 F 0 dividing by <0.99 Pass
work load carried Total Credit Fail
by student Units offered
by the student

Cumulative Grade point average (CGPA) is a commonly used indicator of academic

performance. Many institutions set a minimum CGPA that should be maintained in order to

continue in the undergraduate degree program. At the Ahmadu Bello University, the minimum

GPA requirement for undergraduate students is 1.0. Nonetheless, for any graduate program, a

GPA of 3.0 or higher is considered an indicator of good academic performance. A high GPA

while in Quantity Surveying academic training may not be the only factor associated with

subsequent career success. Qualities such as empathy and social skills, namely communication
13
skills, conflict management, leadership, collaboration, cooperation, and team capabilities are

also important in the Quantity Surveying practice environment. Students who possess these

skills are able to work effectively with other professionals or service providers and manage

employer’s needs efficiently. Although, survey instruments exist to measure such variables,

they are not used consistently across all institutions that offer Quantity Surveying. The GPA

still remains the most common factor used by administrators to evaluate progression in an

academic environment. Many factors could act as barriers to students attaining and maintaining

a high GPA that reflects their overall academic performance during their tenure in tertiary

institution. These factors could be targeted by the institution or staff members of Quantity

Surveying in developing strategies to improve student learning and improve their academic

performance.

2.14 Factor that Affect Academic Performance

2.14.1 Academic competence

This is associated with students' ability to manage their study load and is used to assess if

students are able to manage the study material in the curriculum. It also provides an indication

of whether the curriculum is interesting enough for students to enjoy their classes (Kleijn et

al., 1994). Academic competence has been shown to affect students' academic performance

and a student with better academic competence would probably have better academic

performance. In this study academic competency is defined as the proficiency of students with

respect to the content taught during courses over the past academic year and their ability to

understand the course material.

2.14.2 Strategic studying

Strategic studying techniques may help students achieve a high GPA. Strategic studying is

defined as the knowledge and application of effective study skills or techniques by students

(Kleijn et al., 1994). There are many efficient study techniques that could be used by students

based on the learning environment. These techniques may help students to achieve a high GPA.
14
Strategic studying is defined as the knowledge and application of effective study skills or

techniques by students. These study strategies include:

a. Know-Want-Learn (K-W-L)

“K-W-L” stands for what I Know, what I Want to learn, and what I Learned. It is argued that

KWL is an instructional reading strategy designed for instructors to help learners learn from

nonfiction texts in any content area.

b. Survey-Question-Read-Recite-Review (SQ3R)

SQ3R is a five-step study plan to help students construct meaning while reading. It uses the

elements of questioning, predicting, setting a purpose for reading, and monitoring for

confusion. SQ3R includes the following steps:

1. Survey

- Think about the title: “What do I know?” “What do I want to know?”

- Glance over headings and first sentences in paragraphs.

- Look at illustrations and graphic aids.

- Read the first paragraph.

- Read the last paragraph or summary.

2. Question

- Turn the title into a question.

- Write down any questions that come to mind during the survey.

-Turn headings into questions.

-Turn subheadings, illustrations, and graphic aids into questions.

- Write down unfamiliar vocabulary words and determine their meaning.

3. Read Actively

- Read to search for answers to questions.

- Respond to questions and use context clues for unfamiliar words.

15
- React to unclear passages, confusing terms, and questionable statements by generating

additional questions.

4. Recite

- Look away from the answers and the book to recall what was read.

- Recite answers to questions aloud or in writing.

- Reread text for unanswered questions.

5. Review

- Answer the major purpose question.

- Look over answers and all parts of the chapter to organize information.

- Summarize the information learned by drawing flow charts, writing a summary, participating

in a group discussion, or by studying for a test.

- Summarizing and note-taking

- Using graphics and

- Self-questioning

Extensive course loads and the comprehensive information covered in today's Quantity

Surveying curricula necessitate the use of effective study strategies for academic success.

2.14.3 Time management

Time management skills are also important to academic success. Time management has been

defined as clusters of behavioral skill sets that are important in the organization of study/course

load Kirscenbaum and Perri (1982). Time management skills include activities performed by

students such as:

a. Planning in advance,

b. Prioritizing work,

c. Test preparation, and

d. Adherence of schedules.

16
Higher academic performance may be achieved by balancing time management and study

techniques effectively. Higher academic performance may be achieved by balancing time

management and study techniques effectively. In this study the time management domain was

operationalized as the ability of students to juggle leisure and study time to prepare for their

examinations.

2.14.4 Exams stress

Stress is an emotional and physiological response to a stressor that triggers the sympathetic

division of the autonomic nervous and endocrine systems into preparation for change according

to Hayes, (1994). To a student, the prospect of sitting an examination could be identified as a

stressor and the resulting emotional and physiological state could be described as exam stress.

Identifying factors influencing student achievement and academic performance is a quest for

most teachers and a primary goal of most educational researchers (Eggen and Kauchak ,1999).

The term exam stress refers to the emotional reactions that some students have towards exams

(Mc Donald, 2001). The fear of exam is not an irrational fear – after all how you perform in

exams can shape the course of an academic career. However excessive fear of exams may

interfere with the student’s ability to be successful in the examination (Musch and Broder,

1999). Students with high exam stress/anxiety develop and maintain less complete conceptual

representations of the course content. In order to improve academic performance, academic

counselors often focus on the underlying causes of test anxiety and on the student's studying

behavior (Topman and Jansen, 1984). Many factors can lead to the development of exam stress

and test anxiety. Students' past experiences and beliefs, which have been shaped by a complex

interplay of factors, may result in unique reactions to a test situation and lead to test anxiety

Mc Donald (2001). These may include their past experiences with courses and their perceptions

of course load, as well as their ability to manage time.

There are three components of exam stress, viz., physical, cognitional and emotional (Lay and

Schouwenburg, l993). The cognitive component is the mental activity that revolves around the
17
testing situation and its potential implications on the individual and constituent elements, such

as thinking about consequences of failure, worrying a great deal about examinations, and lack

of confidence in one's ability. The emotionality component is the physiological component of

test anxiety leading to tension, apprehension, and nervousness towards examinations, physical

component involves typical bodily reactions to anxiety such as a knot in the stomach,

palpitation, nausea, and perspiration. Demographic variables such as age, gender, ethnicity,

and study habits also affect test anxiety levels. Perceived course load could be one of the factors

leading to test anxiety. Extensive course load and comprehensive information in academic

curricula necessitates use of proper time management and effective study strategies.

The primary objective of this study is to explore the effect of academic competence, time

management, strategic studying skills, and test exams stress on Quantity Surveying students'

academic performance. Differences in the level of these factors among students with low and

high GPAs were examined. Early detection and understanding reasons of academic failure may

help certain students perform better if adequate guidance on improvement is provided

efficiently. Students in their experiential years may have better study, analytical and critical

thinking skills than students in their didactic years. They may also be more confident in their

test-taking ability than students in their didactic years. This could be attributed to their

experience in the program and lesser number of tests taken during their experiential year.

2.15 REVIEW OF RELATED STUDIES

This aspect of the work shows the contribution of researchers on issues related to the current

study. Review of these findings is presented to establish the relevance of this study to the

Quantity Surveying profession and its current challenges.

There is a range of factors affecting the quality of performance of undergraduate students. In

identifying the factors affecting the quality of academic success, a series of variables are to be

considered (Waters and Marzano, 2016). There are some students who devote most of their
18
times to their studies especially during examination periods and yet, performed below

expectation in their final examinations. This can be attributed to undue stress and a whole lot

of other factors. Factors such as parents’ support and type of parenting (single or two parenting

system) could also account for variation in student’s performance (Okolie et al., 2014). Also

study shows that social background remains one of the major sources of educational inequality.

In other words, educational success depends largely on the socio-economic status of one’s

parents (Okolie, Inyiagu, Elom, Ndem and Nwuzo, 2014).

Adeyemi and Uko-Aviomoh (2014) observed that the curriculum planning and physical

expansion without adequate and sustainable human and material resources would definitely

fail to produce the desired results. The ability of higher institutions to produce quality graduates

depends largely on the quantity and quality of teachers available. Ephraim (2014) opined that

Nigerian public institutions have high enrolments without enough qualified instructors and this

has resulted to the worsened situation of staff/student ratio which is to the detriment of

student’s learning and academic research.

Crosnoe, Johnson and Elder (2015) identified 32 factors that could affect studesnts success in

general, and they include: fear; anxiety; confidence; concentration; health and wellbeing, social

factors: peer group; family background; religion; home problems e.g. Break ups of parent;

infrastructure for learning; personal or family crisis, economic factors: financial problem and

stress, environmental factors: good learning environment; class size; environmental condition

(peace in the locality crisis e.tc); teaching and training method, personal factors: lack of reading

habit and reading plan; unwillingness to assume full responsibility; playing and wasteful time

spending; interest in a course; lack of self-discipline; procrastination ; lack of desire, decision

and determination; bad attitude towards school; lack of initiative and use of imagination; poor

literacy skills of students; lack of self-discipline; lack of maturity; laziness or apathy;

inadequate or poor exam preparation, academic factors: lack of provision of a bridge between

theory and practical; heavy course workload.

19
American Journal of Pharmaceutical Education (2006) examined that, factors such as academic

competence, time management, strategic studying, and test anxiety have a degree of effects on

the academic performance of students. It explained that academic competence is associated

with students' ability to manage their study load and is used to assess if students are able to

manage the study material in the curriculum. It also provides an indication of whether the

curriculum is interesting enough for students to enjoy their classes. Academic competence has

been shown to affect students' academic performance and a student with better academic

competence would probably have better academic performance.

Benjamin (2011), conducted a study and discovered that most secondary school students and

teachers are ignorant about Quantity Surveying as a course of study. This implies that the

students and staff will be ignorant about the subject combinations and the entry requirement

for the course. A person cannot choose what he does not know. Properly educating students

and teachers of the lower level will help in knowing the full implications and advantages

therein including the value of the profession in national development. It is actually one of the

first reasons to consider when dealing with the context of academic performance of students.

Abdullahi (2008) in his findings argued that bridging the gap between course content and on

the job training requires appropriate teaching approach and relevant course content. As such,

there is need to find out if the course content of QS curriculum is adequate to meet with the

outside practice. It was discovered during his research that the content of Quantity Surveying

curriculum of ABU Zaria did not fully meet the challenges of technology and that of the

profession in the industry. Kim et al (2002) in this regard said, there is need for institutions

offering Quantity Surveying programmes to periodically revisit their curricula especially now

that the challenges of the world increased in competitiveness and in globalization. On this note,

there is need for institutions offering Quantity Surveying programmes to periodically revisit

their curricula especially now that the challenges of the world increased in competitiveness and

in globalization.
20
 Hassan (2009) in this regard also observed that if a higher level of competency must be

ensured among new members, then the bodies responsible for training prospective

professionals, must together with the assistance of the practicing professionals, constantly find

a means of assisting the quality of training which they offer to the prospective professionals

and consequently, efficacy of the training syllabus and curriculum which they operate. He

further stressed that the success of any professional body is hinged on the quality of education

and training of its members and the quantum of entrants allowed into its full membership per

period. It is a collective effort and responsibility of the professionals, no matter how onerous

the tasks to properly shape their professions in Nigeria.

In a study done by Ahmed and Bruinsma (2016) on a sample of 181 Asian and European

graduate students, they found a significant relationship between academic self-concept and

academic performance. The results from this study confirm that the more a student feels

positive about his or her ability, the higher would his or her achievement be.

Lui (2009) revealed that Students’ academic performance is affected by factors categorized as

internal and external classroom factors. Internal factors classroom factors consisted of business

reality scenario class schedule, class size, English text book, homework, classroom

environment, and course material complexity, professor role in the class, technology, and

exams. External classroom factors consisted of extracurricular, family, and work activities. He

identified that two factors have direct influence on students’ academic performance: (1) The

student’s attitude and (2) the amount of effort the student puts forth in the course. Wooten

(1998) indicates that the amount of effort put forth by a student depends on the student’s (1)

Grade History, (2) Motivation, (3) Extracurricular Activities, (4) Work Responsibilities and

(5) Family Responsibilities.

Bashir (2011) carried out a study and came out with the findings that the name ‘Quantity

Surveying’ is not understood by more than 40% of the country’s population. Similarly, within

the small percentage, there is a section or group that perceives us as not performing our roles
21
creditably. The importance of a profession is not measured by how lucrative it is, but its

relevance to the society. This can be resolved by creating better awareness and increase public

knowledge of the Quantity Surveying profession to safeguard its integrity and its future.

Schick and Phillipson (2009) conducted study and discussed that although students learn many

things in the classroom, the primary objective is for students to learn academic content

knowledge of a particular subject. In order for teachers to know if students are achieving this

academic knowledge, they generally are required to not only assess students’ knowledge in

some way, but eventually summarize that assessment into a letter or numerical grade. This is

known as “summative” evaluation. Hopefully, teachers are also gathering non graded

“formative” assessments of students to provide feedback to students as they learn, as well as

considering how to motivate students to learn and encouraging them to be self-regulated

learners. However, generally, teachers have to eventually place a grade on a grade sheet

indicating what level of content knowledge a student has achieved in the subject listed.

FIGURE 2.0 REVIEW OF RELATED STUDIES

Communication

Learning facilities
Student performance

Proper guidance

Family stress

Theoretical Framework.

22
 CHAPTER THREE

RESEARCH METHOD

3.1 INTRODUCTION

This Chapter outlines the manner in which the study was conducted. The key components are
the research design, population, sample size and sampling technique, research instruments,
validity and reliability, procedure and data analysis.
3.2 RESEARCH DESIGN

This study was conducted by administering a questionnaire to students enrolled in all 5 years
of the B.Sc curriculum at the Kaduna state university (KASU) A non-probabilistic convenience
sampling procedure was used. Participation in the study was voluntary and the protocol was
approved taking into consideration of the protection of human subjects by the supervisor. Data
collection was on multiple days for students in didactic curriculum due to accessibility, while
data collection for the experiential students was conducted within three days. The study took
the quantitative approach because it was based on variables measured with numbers and
analyzed with statistical procedures.

3.3 RESEARCH APPROACH

3.3.1 Quantitative and Qualitative research approach

Flanagan (2013) claims that the scientific method is the most powerful tool for discovering

truths about the world, explore new theories and perform their empirical validation.

Therefore, scientific research is the process of performing systematic and intensive

inquisitions, which aims to discover and interpret the facts that are inserted in a certain

reality. In relation to its approach, scientific research can be qualitative or quantitative. Choy

(2014) compares the strengths and weaknesses of qualitative and quantitative studies. He

reaches to the conclusion that both methodologies can be appropriate, but he advocates that a

complementary approach between qualitative and quantitative approaches for a same

research topic may provide better results than use only just one isolated methodology.

23
3.3.2 Qualitative approach

Qualitative research approach is therefore concerned with aspects of reality that cannot be

quantified, focusing on the understanding and explanation of the dynamics of social relations.

Maxwell (2013) advocates that qualitative research works with the universe of meanings,

motives, aspirations, beliefs, values and attitudes, which corresponds to a deeper space of

relationships, processes and phenomena that cannot be reduced to the operationalization of

variables.

3.3.3 Quantitative approach

According to Cohen (2009), quantitative research is defined as a social research that employs

empirical methods and empirical statement. However, Creswell (2010) has given a very

concise definition of quantitative research as a type of research that is explaining phenomena

by collecting numerical data that are analyzed using numerical based method. Quantitative

research is used for conducting audience segmentation, it is suitable to explain some

phenomena, it is best suited for the testing of hypothesis, numerical change can only be

accurately measure by using quantitative method and quantitative approach measures people

attitude or components of attitudes a number of different type of scales or scale format that

are use measuring attitude include: sematic differential, staple scale, Likert scale, Thurston

differential scale, and direct rating scale. The most widely used format is Likert scale because

of its ability to detect the intensity of feeling that respondents have about their attitudes.

Attitude is a complex thing. Recent theoretical models of attitudes suggest that there are two

dimension of attitude which are; direction and strength (Petty & Krosnick, Raden 2005).

When Likert scale is used to measure attitude, its usual standard format consist of series of

statement to which respondent is to indicate a degree of agreement using the following

options: strongly agree, agree, neither agree, disagree and lastly strongly disagree. As such

24
scale purport to measure direction by agree/ disagree and strength by strongly or not of the

attitude. The Likert scale was intended as summated scale, which was then assumed to be

interval scale properties (Likert 1932).

Quantitative research methods are based on assumptions that extensive quantitative data are

collected with a wide range, systematic, regulated, unified measurements and numerical

expression are important tools in the process of gaining information as research questions can

be answered based on that. Quantitative research tends to be subjective, researches typically

collect information on a large sample in order to verify their hypothesis, their theoretical

statement. Sample selection is an important element of quantitative research because reliable

results are to be obtained only by using a sample that represents the population studied well.

In this type of research, the use of mathematical statistical methods is indispensable as the

large sample and the research result are published in numerical form taking the requirements

of statistical reliability tests into account. Its main tool is the questionnaire based survey

(survey technique). Quantitative research adopts structured procedures and formal

instruments for data collection. The data are collected objectively and systematically.

Rahman (2017) discusses the advantages, disadvantages of qualitative and quantitative

research approach.

3.3.4 Advantages of quantitative approach

-Easy data collection and analysis using statistical methods

- provides estimate of population size

- indicate the extensiveness of attitude held by people.

- Subjects are not influenced by the observations of the experiments and interviews

-allows for statistical comparism between various groups.

- has precision, is definite and standardize.

25
- measures level of occurrence, action and trends.

3.3.5: Disadvantages of quantitative

-Difficult to control variables

-. Difficult to replicate the same conditions of the study

-. Ethical problems can arise

-Model building requires deep knowledge of the field

-. Time consuming and expensive

-May require specialized hardware and software tools

3.3.6: Advantages of qualitative approach

- Collect data simultaneously with the event occurrence

- Unobtrusive way, which is not dependent on upon someone's response

- Flexible and oriented to knowledge discovery

3.2.8: Disadvantages of qualitative approach

-Time consuming

-dependent on the observer's impartiality

- Requires significant preparation

- Difficult to collect data in real time

26
3.4: RESEARCH METHODOLOGY USED

Due to the research design and also the target population, the quantitative research method

was used. The choice of this method is necessitated by the fact that the research covers a

large population size and the data was collected through the use of questionnaire survey.

3.5 POPULATION

The department of Quantity Surveying Kaduna State University (KASU) 2020/2021 Class
Analysis showed the number of undergraduate student which is 214. Therefore the target
population consisted of 214 students. The respondents in this study were under graduate
students because the study was about academic performance of undergraduate students of
Quantity Surveying.

3.6 SAMPLE SIZE AND SAMPLING TECHNIQUE

3.0: Table for Determining Sample Size form a Given Population

N S N S N S
10 10 220 140 1200 291
15 14 230 144 1300 297
20 19 240 148 1400 302
25 24 250 152 1500 306
30 28 260 155 1600 310
35 32 270 159 1700 313
40 36 280 162 1800 317
45 40 290 165 1900 320
50 44 300 169 2000 322
55 48 320 175 2200 327
60 52 340 181 2400 331
65 56 360 186 2600 335
70 59 380 191 2600 338
75 63 400 196 3000 341
80 66 420 201 3500 346
85 70 440 205 4000 351
90 73 460 210 4500 354
95 76 480 214 5000 357
100 80 500 217 6000 361
110 86 550 226 7000 364
27
 120 92 600 234 8000 367
130 97 650 242 9000 368
140 103 700 248 10000 370
150 108 750 254 15000 375
' 160 113 800 260 20000 377
170 118 850 265 30000 379
180 123 900 269 40000 380
190 127 950 274 50000 381
200 132 1000 278 75000 382
210 136 1100 285 1000000 384
Note: N = Population Size and S = Sample Size
Source: Krejcie and Morgan, (1970)

3.1: Table shows the sample size of the population

Categories Base on Level Number of Percentage of total total sample size

Student population

500L 43 13.8% 40

400L 60 36.1% 52

300L 53 15.2% 48

200L 58 34.6% 52

Total 214 100% 192

However, both stratified and simple random sampling techniques were also used.

Stratification was done because of the nature of the target population constituting various

level. Also, random technique is applied after the stratification in order to give equal and fair

chance of a member being included, particularly in ministries selected and agencies.

The sample size consisted of 140 undergraduate students. The 140 respondents were selected

from the department of Quantity Surveying, KASU. However only 130 questionnaires were

correctly filled and returned. The number of 140 respondents was chosen based on the sampling

table guide for sample size decisions provided by Krejcie and Morgan (1970) to estimate the

sample size. This study employed simple random sampling and purposive sampling techniques.

28
Simple random sampling was used in order to avoid bias and to ensure that each undergraduate

student had an equal chance of being selected. According to Amin (2005) randomization is

effective in creating equivalent representative groups that are essentially the same on all

relevant variables thought of by the researcher. Purposive sampling was used in selecting

respondents because the researcher wanted to study the performance of only undergraduate

students.

3.7: RELIABILITY OF INSTRUMENT

Reliability ensures the stability of data analysis and result. Examining the instruments

reliability is crucial as it affirms the consistency of all constructs in the research tool

(Taherdoost,2018). Reliability concerns the extent to which a measurement of a phenomenon

provides stable and consist result (Carmines and Zeller 2007)

Testing reliability is important as it refers to the consistency across the parts of a measuring

instrument (Huck, 2017). The most commonly used internal consistency measure is the

Cronbach Alpha coefficient. It is viewed as the most appropriate measure of reliability when

making used of Likert scale (Whitley, 2007, Robinson, 2009).

SPSS statistics 22.0 was used to account for the data collected. So as to know whether this

test is reliable or not. The result of computing can be seen below:

TABLE 3.2 Reliability Statistics

Reliability Statistics
Cronbach's
Alpha N of Items

.608 33

Based on the table above, it showed the reliability of Cronbach’s alpha is 0.608. the value
Cronbach’s alpha can be interpreted as follow:

29
Table 3.3 Cronbach’s Alpha Interpretation
Cronbach’s Alpha Interpretation
0.00 – 0.20 Less Reliable
0.21 – 0.40 Rather Reliable
0.41- 0. 60 Quite Reliable
0.61 – 0.80 Reliable
0.81 – 1.00 Very Reliable
Based on the table above, it can be concluded that the instrument of this research is in the
category of quite reliable as the Cronbach alpha’s value is 0.41-0.60 for such an exploratory
research.

3.8 RESEARCH INSTRUMENTS

All the respondents filled in questionnaires. The researcher used the questionnaires because the
population was literate and not large and time for collecting data was limited. The researcher
developed closed- ended questions because they are easy to fill, save time and keep the
respondents focused on the subject. The questionnaire was divided into sections delineating
personal information, questions about the independent variable and the dependant variable.
Questionnaires were used because they are the main method of data collection (Sarantakos,
1997).

3.9 VALIDITY OF RESEARCH INSTRUMENTS

Validity of the questionnaire was obtained by presenting it to at least two professional people,
including the researcher’s supervisor because according to Amin (2005) content and construct
validity is determined by expert judgment.

3.10 PROCEDURE

The researcher obtained documents such as students’ past CGPAs , class statistics and
records from the examination office. The researcher administered the questionnaires to 140
respondents. This data was collected in the year 2021 using questionnaires, and documentary
analysis.

30
3.11 DATA ANALYSIS

Data from questionnaires was compiled, sorted, edited, classified and coded into a coding sheet
and analyzed using a computerized data analysis package known as Statistical Package for
Social Science 13.0. The mean score rankings was used to compute the relationship between
academic competence, time management, strategic studying, and exams stress and academic
performance. The researcher also used the t-Test to find out
How academic performance varied with gender.

3.12: METHOD OF DATA ANALYSIS

Data for this study was analyzed using both descriptive and inferential statistical tools.

Descriptively, the mean score ranking (MSR) was utilized for objective 1,2 and 3, while

inferential statistics the partial least square structure equation modeling (PLS-SEM) was used

to test the hypothesis. The latter was used because it gives an opportunity in making

judgment by inferring beyond the surface value data (descriptive statistics) using responses

from the portion of the population as a representative of the entire population.

3.10.1: Mean Score Ranking

This method of data analysis is administered for the collective purpose of determining the

hierarchy of the likelihood (p) items, regularly without ties, but ties may be permitted if the

researcher sees that the task required is excessively hard for respondents (Davino and

Fabbris, 2014). To further buttress this point, Vojnovic’et. al. (2009), thought that the

objective is to quickly learn the genuine ubiquity ranking of Items (unbiased by the made

ideas), and proposed genuine well known Items. Therefore, to accomplish this hierarchy or

true popular items in objective 1 and 2; mean score ranking was utilized.

3.11.2: Partial Least Square Structure Equation Modelling (PLS-SEM)

SEM is a Second Generation multivariate examination procedure developed due to

some certain constraints in the traditional Ordinary Least Squares (OLS) particularly when

dealing with dormant constructs. Dormant constructs are unobserved variables they are
31
measured indirectly using multiple items in a questionnaire. This is not, at this point proper

utilizing the traditional OLS therefore, a need to change to SEM to stay up with the

advancement in research methodology (Awang, 2015).

SEM was intended to test a calculated or hypothetical framework. It is a multivariate method

of analysis used in examining interrelationships using operational information. It is capable

of assessing the direct and indirect effects and relationships among the variables of a model.

The underlying idea for SEM is that some very vital variables to the researcher are not

directly observable (latent variable) therefore, they need to be observed or measured through

other factors which can be measured operationally.

Additionally, SEM is a statistical technique which simultaneously combines factor analysis,

Correlation/regression and path analysis (Byrne, 2010).

According to Hair et. al. (2014), There are two kinds of SEM. Covariance-based SEM (CB-

SEM) is essentially used to affirm (or dismiss) speculations (i.e., a bunch of deliberate

connections between numerous factors that can be tried exactly). It does this by deciding how

well a proposed hypothetical model can appraise the covariance lattice for an example

informational collection. Interestingly, PLS-SEM (likewise called PLS way demonstrating)

which is the methodology utilized in this examination is essentially used to create

speculations in exploratory examination. It does this by zeroing in on clarifying the change in

the reliant factors while analyzing the model. This is done when the exploration expects to

create hypothesis and clarify change (expectation of the develops); hence, PLS-SEM is

viewed as a fluctuation based way to deal with SEM. Consequently, this examination

principle objective is to build up a system for the execution of PIPS in the Nigerian

development industry. Henceforth, a way model relationship from the exogenous (free) build

to the objective endogenous (subordinate) develop should be assessed which helps in the

forecast objective of this exploration accordingly, supporting in building up this said

structure.
32
Benefits of Structural Equation Modeling as indicated by Awang (2015), is that the procedure

could manage the issue of multi-collinearity among free builds, dissect various relapse

models all the while, and could survey the wellness of estimation model just as the

underlying model.

SEM can likewise, investigate the model with numerous free just as different ward factors.

This strategy for investigation can remember the interceding variable for the model and

dissect its belongings (middle person), can examine the impact of directing variable in certain

way of a model (arbitrator), comparably, can break down both first request and second

request builds in the primary model and, can remember both noticed factors and inert

develops for the underlying model.

3.13 ETHICAL CONSIDERATION

Students’ CGPA and academic performance are property of the department and the university
at large. The researcher therefore sought permission from the departmental examination office
to conduct the research by making reference to students’ past records. The researcher also
assured respondents that the study was strictly academic and that utmost confidentiality would
be observed (see Appendix A). The data used in this study was anonymously coded and cannot
therefore be traced back to individual students.

33
 CHAPTER FOUR

DATA ANALYSIS

PRESENTATION AND DISCUSSION OF RESULTS

4.1 INTRODUCTION

This chapter presents the data analysis, its presentation and discussion of results of the study
titled ‘investigating in to the factors affecting the performance of students in Quantity
Surveying discipline’.
A total of 130 respondents from the department returned duly filled questionnaire. The first
section presents the bio data variables in frequencies and percentages.

4.2 BIO DATA

Frequency Table
Table 4.1.1 Sex of respondents.
Sex Frequency Percentage
Male 100 76.9
Female 30 23.1
Total 130 100
The respondents’ sex status showed that 100 of them representing 76.9% are males while the
rest 30 representing 23.1% are female

Table 4.1.2 Age of respondents.

Age Frequency Percentage
16-19 40 30.8
20-29 69 53.0
30-40 21 16.2
41 and above 0 0.0
Total 130 100.0
The ages of the respondents as displayed in the above table revealed that 40 (30.8%) are
between 16-19 years while 69 (53.0%) are between 20-29 years, as against 21 (16.2%) others
whose ages ranges between 30-40 years.

Table 4.1.3 Marital status of respondents.

Marital status Frequency Percentage
Single 98 75.4
Married 32 24.6
Total 130 100

34
The respondents by marital status showed that 98 (75.4%) are single while the rest 32 (24.6%)
are married.
Table 4.1.4 Level of study.
Level of study Frequency Percentage

200 45 34.6
300 47 36.1
400 20 15.2
500 18 13.8
Total 130 100.0

All undergraduates were represented. 200 level had 45 (34.6%) respondents as against 44
representing 36.1% that are 300 level students, while another 20 representing 15.2% are in 400
level and the rest 18 representing 13.8% from 500 level.
Table 4.1.5 Mode of entry.
Mode of entry Frequency Percentage
UTME 89 68.5
Remedial 39 30.0
Direct entry 2 1.5
Transferred 0 0.0
Total 130 100.0

The mode of entry in the table above showed that 89 of the respondents representing 68.5 %
was UTME, while 39 (30.0%) mode of entry was through remedial and the rest 2 (1.5%) was
through direct entry.
Table 4.1.6: Knowledge of QS before entry.
Knowledge of QS before entry Frequency Percentage
Yes 124 95.4
No 6 4.6
Total 130 100

A total of 124 of the respondents representing 95.4% had idea about what QS before entry,
while the rest 6 (4.6%) had no idea about what QS is all about before entry into the course.

Table 4.1.7: Quantity Surveying as first choice.

QS as first choice Frequency Percentage
Yes 108 83.1
No 22 23.1
Total 130 100
A total of 108 of the respondents representing 83.1% chose QS as their first choice, while the
rest 22 (23.1%) did not choose QS as their first choice,
35
Table 4.1.8: Motivation towards Quantity Surveying.
Motivation for QS as first Frequency Percentage
choice
No response/no applicable 22 16.9
Future income 19 14.6
Fulfilling dream 43 33,.1
Satisfy parents desire 25 19.2
All of the above 21 16.2
Total 130 100.0
According to the table above, 22 of the respondents representing 16.9% did not respond to the
question on motivation towards QS. A total of 19 (14.6%) were motivated into QS course due
to future income, while another 43 (33.1%) was to fulfill their dreams, as against 25 (19.2%)
that were motivated to satisfy their parents’ desire. Another 21 (16.2) were motivated by all
the above reasons, while the rest 22 (16.9%) did not respond to this item.

Table 4.1.9: I am happy with the course, though not my choice of study originally.
I am happy with QS though not Frequency Percentage
my choice
No response/not applicable 108 83.1
Yes 22 16.9
Total 130 100
According to the above table, 108 of the respondents representing 83.1% did not respond to if
they are happy or not with QS even though QS was not their choice of course, while the rest
22 representing 16.9% said they are very happy with QS as a course of study even though
they did not choose QS as choice.

Table 4.1.10: My concentration/commitment to QS as not a chosen course.

Does that affect your Frequency Percentage
concentration in QS
No response/not applicable 108 83.1
No 22 16.9
Total 130 100
All the 22 of the respondents that did not choose QS as first choice, said they are now well
committed and concentrated to studying QS, while 108 did not respond to this item

Table 4.1.11. Accessibility to course advisers.

Is course adviser accessible Frequency Percentage
No response/not applicable 14 10.8
Yes 113 86.9
No 3 2.3
Total 130 100.0

36
According to the detail above, 113 of the respondents representing 86.9% , have easy access
to their course advisers, while another 3 representing 2.3 % do not, and the rest 14 (10.8%) did
not respond to this item.

Table 4.1.12: If yes, how often do you meet with your course adviser.
How often do you meet with Frequency Percentage
course adviser
No response 4 3.1
Very often 50 38.5
Quite often 17 13
Occasionally 44 33.8
Not at all 15 11.5
Total 130 100

The outcome of the above table revealed that of the respondents representing 3.1% meet their
advisers, while 17 others meet theirs quite often as against 44 (33.8%) others that meet their
course advisers occasionally while another 15 representing 11.5% have not met their course
advisers at all. The rest 4 (3.1%) did no respond to this question.

Table 4.1.13: Satisfaction with academic performance.

Are you satisfied with your Frequency Percentage
academic performance
Yes 113 86.9
No 17 13.1
Total 130 100

According to the detail above, 113 of the respondents representing 86.9% are satisfied with
their academic performance, while the rest 17 representing 13.1% are not satisfied with their
academic performance.

37
Table 4.2.1: FACTOR AFFECTING STURDENT PERFORMANCE.
1 = “Strongly Disagree”, 2 = “Disagree”, 3 = “Neutral”, 4 =”Agree” and 5 = “Strongly Agree”
FACTORS
AFFECTING
STUDENTS
ACADEMIC MEAN SCORE RANKING OF AVERAGE
PERFORMANCE RESPONDENTS M.S Ranking
200 300 400 500
bulky materials
without detailed
explanation in
1 some courses 3.00 5.00 4.00 2.79 4.00 1
during
examination I
frequently get so
nervous that I
forget facts I
2 really know 4.47 3.44 4.00 3.19 3.97 2
coincidence of
time table for
fresh and carry
3 over courses 5.00 2.77 4.00 5.00 3.92 3
while studying I
regularly
summarize the
course material in
4 my own words 4.00 3.12 4.00 4.00 3.71 4
non respect for
departmental
5 tutorial 2.00 4.44 4.00 1.40 3.48 5
inflexibility of
some making
6 scheme 2.00 4.44 4.00 1.40 3.48 5
lower level
student (100-
300)lack courage
to approach
lecturers for fear
7 of rebuke 2.00 4.44 4.00 3.79 3.48 5
I can easily
understand course
material taught in
8 the qs department 4.00 4.12 1.00 3.19 3.04 6
class size in lower
level is too large
9 for good learning 2.00 3.12 4.00 4.60 3.04 6
difficulty in
understanding
exams and test
10 questions 4.00 3.88 1.00 2.60 2.96 7
I can organize my
study and leisure
11 time easily 4.00 3.44 1.00 4.00 2.81 8
lack of knowledge
of the effects of
tailing cognate
courses at lower
12 level 4.00 2.88 1.00 4.60 2.63 9
mass failure in
cognate courses at
lower level
13 (100/300) 3.00 3.44 1.00 4.19 2.48 10

38
 limitation in
assessing the
14 library at all times 2.00 2.88 1.00 3.81 1.96 11

The result of the above table 4.2.1 showed the level of opinion of respondents on the factors
affecting students’ academic performances among QS students in the department. Giving
students Bulky material without detailed explanation in some courses is the main factor
affecting students’ academic performance in QS. This item attracted the highest respondents
mean response of 4.00 Detail of response on this item revealed that 68 of them strongly agreed,
13 others agreed, 36 were undecided and the rest 13 disagreed with this item.
Another factor that greatly affects students’ academic performance in QS is that During an
examination they frequently get nervous that they forget facts I really know. This item attracted
the second highest mean response of 3.97 Details of response of this item showed that 69
strongly agreed, 9 agreed, 37 were undecided, S11 disagreed and the rest 4 strongly disagreed.

Table 4.2.2: WAYS OF MITIGATING FACTORS AFFECTING STUDENTS

ACADEMIC PERFORMANCE.
Where, 1 = “Strongly Disagree”, 2 = “Disagree”, 3 = “Neutral”, 4 =”Agree” and 5 = “Strongly
Agree”

WAYS OF
MITIGATING
FACTORS
AFFECTING
STUDENTS
ACADEMIC MEAN SCORE RANKING OF AVERAGE
S/N PERFORMANCE RESPONDENTS M.S Ranking
200 300 400 500
Lecturers should
increase their
consistencies in
attaining classes
to cover important
aspects of
1 syllables. 5.00 5.00 4.00 5.00 4.67 1
Cognate courses
should be taught
2 by QS lecturers 5.00 4.56 4.00 2.62 4.52 2
departmental
library should
have adequate
staff to enable
accessibility at all
3 times 4.00 4.56 4.00 4.60 4.19 3
tutorials time
table should be
4 respected 4.00 4.00 4.00 5.00 4.00 4

39
 provision of
adequate study
materials to
student at the
beginning of the
5 semester 3.00 5.00 4.00 5.00 4.00 4
student to
lecturers periodic
discuss on
professional
practice and skills
should be
encouraged to
keep student up to
6 date 3.00 4.56 4.00 4.19 3.85 5
lecturers should
encourage
students by being
friendly to them
7 where necessary 3.00 4.44 4.00 4.60 3.81 6
Students should
participate more
in practical and
excursion courses
like construction
technology and
measurement to
enhance skills and
8 knowledge. 3.84 3.81 3.74 3.76 3.80 7
appropriate means
of giving out
study books to
students on
certain condition
9 by the department 2.00 4.56 4.00 4.60 3.52 8

The result of the above table showed the level of opinion of respondents on the ways of
mitigating factors affecting students’ academic performances among QS students in the
department Lecturers should increase their consistencies in attaining classes to cover important
aspects of syllables could lead to better academic performance. This item attracted the highest
respondents mean response of 4.67. Detail of response on this item revealed that 7 of them
strongly agreed, 100 others agreed, 10 were undecided, 10 disagreed and the rest 3 strongly
disagreed with this item.
Another way of mitigating factors that greatly affects students’ academic performance in QS
Cognate courses should be taught by QS Lecturers. This item attracted the second highest mean
response of 4.52. Details of response of this item showed that 0 strongly agreed, 120 agreed, 6
were undecided, 1 disagreed and the rest 3 strongly disagreed.

40
4.3 STRUCTURAL MODEL ASSESSMENT
In evaluating the model which is the path analysis, the following were assessed.
1. Multicollinearity amongst latent construct
2. Path coefficient (significance of relationship)
3. Amount of variance explained (R2 statistics)
FIQURE 4.1 STRUCTURAL MODEL ASSESSMENT

WMSAP SAP

Hypothetical path model to be confirm by the use of smart pls sem

Hypothetical path model confirmed by the used of smart pls sem

TABLE 4.2.3 Multicolinearity from exogenous to endogenous construct

Multicolinearity from exogenous to endogenous construct

inner VIF
value(variance
inflation
factor)
WMSAP SAP
WMSAP 1.000
SAP

41
 The VIF value of 5 and higher than 5 indicate a potential collinearity problem (Hair, et.

al., 2014). Hair et al. (2017), added that VIF < 5 means no critical levels of collinearity that is

to say, it is acceptable. Therefore, from the Table above the VIF value is 1.000 which is < 5

meaning no critical levels of collinearity in the structural model. Therefore it is acceptable.

TABLE 4.2.4 Coefficient of determination (R2 statistics)

Coefficient of determination (R2 statistics)

R
R
Square
Square
Adjusted

SAP 0.636 0.634

The R2 statistics in the table above shows the percentage of prediction of the endogenous
construct by the exogenous construct. The ways of mitigating student academic performance
(exogenous construct) predict 63.4% of the student academic performance (endogenous
constructs) in Kasu.

TABLE 4.2.5 Path coefficient and the significance of the relationship

Path coefficient and the significance of the relationship

Effect
Sample Standard size (f2)
path T Statistics P statistics
Mean Deviation
coefficient (|O/STDEV|) Values
(M) (STDEV)

WMFASP -> 1.748

0.798 0.801 0.019 41.095 0.000
SAP

Note: P < 0.05*, P<0.01** and T- Statistics ≥ 1.96

WMSAP= ways of mitigating students academic performance
SAP= Students Academic Performance

The table above shows that the ways of mitigating student academic performance has a

significant positive effect on the challenges with path coefficient of 0.789. According to hair

et all. (2014), that path coefficient have standard values between -1 and +1 and the estimated

coefficient that are close to +1 represent strong positive relationship, while path coefficients

42
close to -1 represent a negative relationship. And if one path coefficient is larger than another,

its effect on the endogenous latent variable is greater. Hair et al. (2017).

According to Hair et al. (2014), When the empirical T value is larger than the critical value, it

is said that the coefficient is significant at a certain error probability (i.e. Significance level) of

which the commonly used critical values for two tailed tests are 1.65 (significance level= 10%),

1.96 (significance level = 5%), and 2.57 (significance level = 1 %). Therefore, in this study,

the error probability used is 5% making the significance level to be 1.96. Looking at the Table

above, it shows that the ways of mitigating student academic performance has a significantly

positive relationship to student academic performance as the T-statistics is 49.095 and the P-

value is 0.000. And lastly, the effect size of the ways of mitigating student academic

performance (WMSAP) to student academic performance (SAP) is 1.789. As stated by Wong

(2013); hair et al. (2014), that the effect size of 0.02 indicate small, effect size of 0.15 indicates

medium and 0.35 effect size indicate large respectively. Hence, the effect size of this research

is large.

43
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.0 SUMMARY OF FINDINGS

The results of the structural equation modelling on the relationship between the academic
pareeformance of students and the factors affecting their academic performance among QS
students, revealed significant relationship between the two variables. This is because the
calculated Significance ( P) value of 0.000 and the T-statistic is 41.095.
The following are the major findings of the study
1. Lack of knowledge of the effects of failing cognate courses at lower levels of study is the main
factor affecting students’ academic performance.

2. Another factor that greatly affect students’ academic performance, is that Lower level
students (100-300) lack courage to approach lecturers for advice for fear of rebuke
3. The best means of mitigating the factors affecting student academic performance is that
tutorials time table should be respected.
4. Lecturers should increase their consistencies in attaining classes to cover important
aspects of syllables.
5. Students’-lecturers’ periodic discuss on professional practice and skills should be
encouraged to keep students up to date. This will help mitigate factors affecting
students’ academic performance.
6. Significant relationship exists between students’ academic performances (CGPA) and
those factors affecting the academic performance.
7. Significant relationship exists between students’ academic performances (CGPA) and
the ways of mitigating factors affecting the academic performance.

44
5.2 CONCLUSIONS

The following conclusions drawn as a result of the research work carried out in the area of academic
performance of undergraduate Quantity Surveying students. Among the various factors that
affect academic performance, the lack of knowledge of the effects of failing cognate courses
at lower levels is the main factor affecting students’ academic performance. This item attracted
the highest respondents mean response of 4.046. Another factor that greatly affects students’
academic performance is that lower level students (100-300) lack courage to approach lecturers
for fear of rebuke. This item attracted the second highest mean response of 3.9846.
Consequently, Students’-lecturers periodic discuss on professional practice and skills should
be encouraged to keep students up to date could lead to better academic performance. This item
attracted the highest respondents mean response of 4.0101, as the number one way of
mitigating factors that affect academic performance.
Another way of mitigating factors that greatly affects students’ academic performance is that
tutorials time table should be respected. This item attracted the second highest mean response
of 3.8692.

5.3 RECOMMENDATIONS

The following are the recommendations of the study:

1 Lecturers should encourage students by being friendlier. Tutorials and practical
should be given much consideration.
2 Students’-lecturers’ periodic discuss on professional practice and skills should be
encouraged to keep students up to date.
3 Lecturers should increase their consistencies in attaining classes to cover important
aspects of syllables.
4 More research can be conducted in order to identify other factors that affect
students’ academic performance.

5.4 LIMITATION
The research was conducted in department of quantity surveying kaduna state university on
evaluating factors that affect students’ academic performances in quantity surveying discipline.
This research is restricted only in kaduna state university department of quantity surveying.

45
5.5 SUGGESTION TO FUTURE STUDY
Research should be conducted on evaluating factors that affect students’ academic performance
in other to know ways of mitigating those factor that affect students’ academic performance as
time goes on.

46
 References
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undergraduate dissertation submitted to the department of Quantity Surveying A B U –

Zaria.

Abutu, (2005). In the dynamic educational environment in which we operate it is important that

we continually research in order to articulate a purposeful body of knowledge to improve

ways of impacting knowledge to students and the quality of such knowledge.

Adeyemi and Uko-Aviomoh (2014) observed that the curriculum planning and physical

expansion without adequate and sustainable human and material resources would

definitely fail to produce the desired results.

Ahmadu, H. A (2009) An appraisal of the professional perception of the competency level of

quantity surveying graduates, an undergraduate dissertation submitted to the department of

quantity surveying, A B U Zaria.

Ahmadu and Hasan (2009) opined that “good quality training is the main Prerequisite to

becoming competent”.

AJPE (2006) Factors that affect Academic performance among Pharmacy students, American

Journal of Pharm. Education. America; V.70 .No 5.

Alfa, B (2011) Evaluating factors affecting the choice of Quantity Surveying as a degree

course by secondary school students, an undergraduate dissertation submitted to the

department of Quantity Surveying, A B U Zaria

Bashir, A. A (2008) An investigation into the relevance of A B U QS Curriculum to the outside

challenges, an undergraduate dissertation submitted to the department of Quantity

Surveying, A B U- Zaria.

Benjamin, (2011). Their self-interest is one of the major factors against the low performance at

the early stay of students in the school.

47
David and Foray (2002), commented that there is a global shift towards a knowledge-based

economy where knowledge is a core economic resource that is as important as the traditional

resources,

Enemona, A. (2005) Research interest in undergraduate studies in quantity surveying

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the sustainable recruitment of membership starting from the students‟ level.

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main focus in on the student performance for the particular semester.

Gwani, J. R (2008) The Identity and relevance of Quantity surveying services in Nigeria, an

undergraduate dissertation submitted to the department of quantity surveying, A B U Zaria.

Hayes, (1994). Stress is an emotional and physiological response to a stressor that triggers the

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Herminio, R. P (2005) Factors influencing students Academic Performance in the first

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January/March.

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Albany, New York: pp219

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institution.
48
Kernan, Bogart & Wheat (2011), Grades are standardized measurements of varying levels of

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115

49
Okolie et al., (2014). This can be attributed to undue stress and a whole lot of other factors.

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Thesis, A B U Zaria.

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Academic Performance: a Prospective Study. Advances in Test Anxiety Research. Vol. 7.

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Aurveyors, vol. 29, No. 5 pg 29.

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membership has not changed, there is an apparent Change in the attitude of young

members especially students towards membership.

Waters and Marzano, (2016). There is a range of factors affecting the quality of performance of

undergraduate students. In identifying the factors affecting the quality of academic success,

a series of variables are to be considered.

50
 APPENDIX A

QUESTIONNAIRE

SECTIN 1 Department of Quantity Surveying,

Faculty of Environmental Science
Kaduna State University
Kaduna. Nigeria.
Dear respondent,

Questionnaire on the factors affecting the performance of students

I wish to solicit your assistance in collecting necessary data required in the investigation into
the factors affecting the performance of students in Quantity Surveying discipline. This is
purely an academic exercise and all information given in this questionnaire will be treated
confidentially.

INSTRUCTION
- Please fill and tick the appropriate spaces as provided in each of the items below.
Your sincerity and cooperation will be highly appreciated.

Thank you.
Ebenezer Elisha Jock.

SECTION 2
BIODATA
1 Sex: Male [ ] Female [ ]
2 Age: 16-19 [ ] 20-29 [ ] 30-39 [ ] 40 and above [ ]
3 Marital status: Single [ ] Married [ ]
4 What level? 100[ ] 200 [ ] 300[ ] 400[ ] 500[ ]
5 Mode of entry; UTME [ ], Remedial [ ], Direct Entry [ ], Transferred [ ]
6 If Direct Entry or Transfer, at what level were you admitted? _________________

SECTION 3
Please read carefully before you respond
7 Before gaining admission into the higher institution, did you have an idea of what QS is all
about? Yes [ ] No [ ]
8 Is Quantity Surveying your first choice? Yes [ ] No [ ]
9 If yes, what motivated your choice of QS?
• Future income [ ]
• Fulfilling your dream [ ]
• Satisfying your parent’s desires [ ]
• All of the above [ ]
10 If No, are you now happy with QS as a course of study though not your choice?
51
 Yes [ ] No [ ]
11 If No, does that affect your concentration and commitment to studies?
Yes [ ] No [ ]
12 Did you have an academic adviser? Yes [ ] No [ ]
13 If yes, at what level were you assigned to one? 100 [ ] 200 [ ] 300 [ ] 400 [ ] 500 [ ]
14 Is your academic adviser accessible? Yes [ ] No [ ]
15 If yes, how often do you meet with him? Very often [ ] Quite often [ ] Occasionally [ ]
Not at all [ ]
16 Are you satisfied with your academic performance?
Yes [ ] No [ ]
17 If No, will you attribute the cause(s) of your low performance to any course(s)?
Yes [ ] No [ ]
18 If yes, specify: Course code only;
_______________________________________________
15 What is your current CGPA? ______________________________

Items used to view students’ perception of the factors affecting performance

Please indicate your agreement or disagreement regarding the statements
below using the scale provided by ticking the box that best represents your
opinion in table 1 and 2 bellow. Where,

1 = “Strongly Disagree”, 2 = “Disagree”, 3 = “Neutral”, 4 =”Agree” and

5 = “Strongly Agree”

Table 1: Factors affecting students’ academic performance.

S/No Factors 1 2 3 4 5
1. Mass failure in cognate courses at lower level
(100/200)
2. Limitation in accessing the library at all times
3. Non respect for departmental tutorial time table
4. Inflexibility of some marking scheme
5. Difficulty in understanding exams and tests
questions
6. Bulky materials without detailed explanation in
some courses
7. Class size in lower level is too large for good
learning
8. Lack of knowledge of the effects of failing
cognate courses at lower levels
9. Coincidence of time table for fresh and carry
over courses
10. Lower level students (100-300) lack courage to
approach lecturers for fear of rebuke

52
11. During an examination I frequently get so
nervous that I forget facts I really know
12. I can easily understand course material taught
in the QS department
13. I can organize my study and leisure time easily
14. While studying I regularly summarize the
course material in my own words

Using the same scale as shown bellow, indicate your opinion appropriately.
1 = “Strongly Disagree”, 2 = “Disagree”, 3 = “Neutral”, 4 =”Agree” and
5 = “Strongly Agree”

Table 2: Ways of mitigating factors affecting students’ performance.

S/No Opinions 1 2 3 4 5
1 Cognate courses should be taught by QS
lecturers
2 Tutorials time table should be respected
3 Provision of adequate study materials to
students at the beginning of each semester
4 Students should participate more in practical
and excursion courses like construction
technology and measurement to enhance skills
and knowledge
5 Departmental library should have adequate
staff to enable accessibility at all times
6 Appropriate means of giving out study books
to students on certain conditions by the
department
8 Students’-lecturers periodic discuss on
professional practice and skills should be
encouraged to keep students up to date
9 Lecturers should encourage students by being
friendly to them where necessary
10 Lecturers should increase their consistencies in
attaining classes to cover important aspects of
syllables

53
 APPENDIX B

RESPONDENTS CGPA PERFORMANCE RECORDS

S/NO CGPA S/NO CGPA S/NO CGPA

(PERFORMANCE) (PERFORMANCE) (PERFORMANCE)
1 3.4 46 2.4 91 2.4
2 2.9 47 1.9 92 1.9
3 2.4 48 2.3 93 2.3
4 4.3 49 4.3 94 4.3
5 4.4 50 4.8 95 4.8
6 3.2 51 2.8 96 3.2
7 1.7 52 1.85 97 1.6
8 1.85 53 1.78 98 1.85
9 1.38 54 2.3 99 1.38
10 3.6 55 3.2 100 3.6
`11 2.4 56 4.1 101 2.4
12 2.8 57 4.6 102 2.8
13 2.8 58 2.4 103 2.8
14 1.85 59 1.9 104 1.85
15 1.78 60 1.78 105 1.78
16 2.3 61 2.3 106 2.3
17 3.2 62 3.2 107 3.2
18 4.1 63 4.1 108 4.1
19 4.6 64 4.6 109 4.6
20 3.2 65 2.4 110 3.2
21 2.4 66 1.9 111 2.4
22 1.8 67 2.3 112 1.8
23 2.4 68 4.3 113 2.6
24 1.9 69 4.8 114 4.1
25 2.3 70 3.2 115 4.6
26 4.3 71 2.0 116 3.2
27 4.8 72 1.85 117 2.4
28 3.2 73 1.38 118 1.8
29 2.0 74 3.6 119 2.6
30 1.85 75 2.4 120 3.2
3.1 1.38 76 2.8 121 2.4
32 3.6 77 2.8 122 2.3
33 2.4 78 1.85 123 2.5
34 2.8 79 1.78 124 2.5
35 2.8 80 2.3 125 2.3
36 1.85 81 3.2 126 2.4
37 1.78 82 4.1 127 1.6
38 2.3 83 4.6 128 4.2
39 3.2 84 3.2 129 2.6
40 4.1 85 2.4 130 1.6
41 4.6 86 1.8
42 3.2 87 2.6
54
43 2.4 88 3.1
44 1.8 89 2.6
45 2.6 90 1.9

55