Curriculum Design and Practical Training as Determinant Factors of Science Education Students’ Academic Performance in Prince Abubakar Audu University, Anyigba

Abstract

This study examines the influence of curriculum design and practical training on the academic performance of Science Education students in Prince Abubakar Audu University Anyigba. Based on the nature of the study, expo-facto research design was adopted for the study and the study was carried out in Prince Abubakar Audu University, Kogi State, the population of the study comprises of 3,012 students of the Departments of Science Education, Prince Abubakar Audu University. The sample size for the study was 304 using the Krejcie & Morgan formula. To arrive at this, simple random sampling technique was used to select 76 students from each academic levels, 100 – 400 levels. The research instrument adapted was a researchers developed questionnaire. Cronbach Alpha method was used to analyze the reliability and a reliability index of 0.784 and 0.812 was obtained respectively for Cluster A and B, while the overall reliability of 0.888 was obtained showing that the instrument is reliable. Descriptive statistics of mean and standard deviation was used to analyze all the research questions while regression analysis was used to test the hypothesis. The finding of the study shows a positive correlation between curriculum design, practical training and academic performance among Science Education students in Prince Abubakar Audu University, Anyigba, Kogi State. The findings showed that curriculum design has a significant influence on academic performance of Science Education students in Prince Abubakar Audu University, Anyigba (R2= 0.30, B = 0.45, T=4.50, ? = 0.006, R2?= 0.255 and p-value =0.002). Hence, it was recommended amongst others that universities should invest in modern laboratory equipment and ensure regular access for students, which can be implemented through targeted budget allocations and partnerships with science-based NGOs or Agencies.

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