Credibility of Classroom Infrastructure and Academic Achievement of Business Education Students in Universities in Rivers State
Abstract
This study examined credibility of classroom Infrastructure and academic achievement of Business Education students in Universities in Rivers State. three purposes were stated, and three research questions were answered with three null hypotheses formulated and tested at a 0.05 level of significance. The population of the study was 595 of undergraduate Business Education students comprising 67 students from Rivers State University, 448 students from Ignatius Ajuru University of Education, and 80 from University of Port Harcourt. The study adopted the entire population of the study as sample of the study. The instrument for data collection was a self-structured questionnaire designed on a 4-rating scale. The instruments were validated by three lecturers in the Department of Business Education in universities in Rivers State, Port Harcourt. The reliability index of 0.85, 0.82, 0.80, 0.78, 0.81, 0.83were established for the instruments. Research questions were answered by Regression Analysis and the hypotheses were tested using Regression Analysis. The questionnaires were distributed to five hundred and ninety-five students and all were retrieved. The study found that credible classroom infrastructure has a significant relationship with the academic achievement of Business Education students in Rivers State universities, as all tested variables demonstrated significant relationship with academic achievement. Based on the findings, conclusion was made that the availability of credible classroom infrastructure significantly relate to academic achievement of Business Education students in universities in Rivers State and it was recommended among other things that university management should prioritize the acquisition and maintenance of all classroom infrastructure to ensure that the resources are functional and suitable for effective teaching and learning.
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