Assessing the Variation in Academic Performance between Colleges: A Comparative Study of Graduating Students' CGPA in Joseph Sarwuan Tarka University Makurdi Using Stratified Random Sampling (2018-2022)
Article Sidebar
Main Article Content
The accuracy of Cumulative Grade Point Average (CGPA) estimates is crucial for assessing student academic performance. However, the choice of allocation method in stratified random sampling can significantly impact the precision of these estimates. This study compares the efficiency of equal and proportional allocation methods in estimating CGPA using a stratified random sampling approach. The study focuses on the College of Biological Sciences and the College of Physical Sciences at Joseph Sarwuan Tarka University Makurdi, analyzing CGPA data from ten departments over four academic sessions (2018-2022). The results showed that both methods provided reasonably stable estimates of CGPA, with minimal variation across colleges and sessions. However, equal allocation tended to provide slightly more precise estimates, as evidenced by lower variance and coefficient of variation (CV) values. The study also revealed that students from the College of Biological Sciences tended to have higher mean CGPA compared to students from the College of Physical Sciences. The findings suggest that both allocation methods can be effective in estimating CGPA, although equal allocation may have a slight advantage in terms of precision. The results highlight the importance of considering the specific research context and objectives when choosing an allocation method. This study contributes to the existing literature on sampling methods and provides insights for educators, administrators, and policymakers seeking to improve the accuracy of CGPA estimates
Downloads
Downloads
References
Adeniran, A., and Okeke, E. (2021). Effects of gender, age, and academic discipline on CGPA among Nigerian university students. Nigerian Journal of Gender Studies, 14(2): 176-189.
Adeyemi, T., and Adekunle, O. (2020). Influence of socio-economic background on CGPA among university students in Nigeria. Journal of Educational Research and Development, 15(3): 233-245.
Adu, K., and Agyeman, B. (2019). Factors affecting CGPA among university students in Ghana: A factor analysis approach. Ghanaian Journal of Academic Performance, 11(3): 299-314.
Afolayan, T., and Oni, A. (2018). Differentiating high and low CGPA achievers among Nigerian university students: A discriminant function analysis. Nigerian Journal of Educational Psychology, 3(2): 155-168.
Chen, W., Zhang, Y., and Li, H. (2022). Factors influencing CGPA among university students in China: A mixed-methods approach. Chinese Journal of Educational Research, 18(2): 203-218.
Chukwu, N., and Nnamdi, O. (2021). Academic self-efficacy, study habits, and peer influence on CGPA among Nigerian university students. Journal of Educational Development in Africa, 13(1): 44-59.
Eze, P., and Nwosu, I. (2020). Family background, financial support, and CGPA among Nigerian university students. Nigerian Journal of Family and Consumer Sciences, 10(3): 220-234.
Gonzalez, R., and Ramirez, M. (2019). Academic self-efficacy, motivation, and learning strategies as predictors of CGPA among university students in Spain. Spanish Journal of Psychology and Education, 11(4): 300-315.
Johnson, R., Lee, S., and Brown, T. (2021). Predicting post-graduation outcomes: The role of CGPA in employment and earning potential. Higher Education Journal, 45(2): 201-218.
Jones, A. (2020). Understanding the Role of CGPA in Student Assessment. Educational Measurement Quarterly, 12(2): 98-115.
Lee, M., and Shute, V. (2021). Disparities in academic performance: A comparison of STEM and non-STEM fields. Educational Evaluation and Policy Analysis, 43(1): 57-76.
Olumide, A., and Adeoye, F. (2019). Predicting high CGPA based on pre-university academic performance and extracurricular activities among Nigerian students. Nigerian Journal of Academic Success, 7(2): 78-89.
Sithole, N., and Maposa, M. (2019). Differentiating high and low CGPA achievers among South African university students: A multiple discriminant analysis. South African Journal of Education and Development, 8(2): 95-108.
Smith, J. (2018). Assessing Academic Performance in Higher Education. Journal of Educational Research, 45(3): 234-250.
Smith, P., and Brown, K. (2022). Gender differences in academic performance: An analysis of CGPA trends. Gender and Education, 34(2): 182-199.
Tsegaye, A., and Asfaw, M. (2021). Study skills, time management, and CGPA among Ethiopian university students. Ethiopian Journal of Higher Education, 9(1): 66-79.
Babatunde, T., and Igbokwe, U. (2020). Socio-economic status, parental education, and school type as predictors of CGPA among Nigerian university students. Journal of Nigerian Educational Research, 9(1): 91-105.
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in our journal are licensed under CC-BY 4.0, which permits authors to retain copyright of their work. This license allows for unrestricted use, sharing, and reproduction of the articles, provided that proper credit is given to the original authors and the source.