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    Predictive values of senior school cCertificate examinations, University Matriculation Examination and socio-personal factors on academic performance of university freshmen in South West, Nigeria
    (2011) Fehintola, J. O.; Falaye, A. O.
    This study, examined relationship among freshmen were selected at random (1423 West African Senior School Certificate males and 1095 females). Secondary data (WASSC), Setor School Certificate were collected from the selected (SSC). University Matriculation Examination (UME) scores, age, sex and academic self-efficacy of academic performance of university freshmen in southwest Nigeria. The study adopted a descriptive survey design of ex-post-facto type. The five federal universities in the southwest were selected using purposive sampling and 2518 university universities' records office and admission office. The Academic Self-confidence Scale (a -0.86) was used as a measure of academic self-efficacy while personal data form Was used 10 collect demographic information. Seven research questions were answered in the study. Correlenion and Multiple Regression were used as tools of analysis. The six variables (WASSC, SSC, UME scores, age, sex and academic self-efficacy) when combined, accounted for 54.6% of the total variance in the academic performance. There was also significant contribution of the independent variables (age, sex, academic self-efficacy, SSC, WASSC and UME scores) on academic performance of the participants [F(5.2512) 26.13 p 0.05]. Also, the WASSC made the most significant relative contribution to the prediction of academic performance (B 0.349; 1= 8.134; p< 0.05); followed by SSC (B= 0.300, t 6.125, p 0.05); academic 0.144, t 2.760, self-efficacy (B 0.153, 1-3.812, p 0.05) and then, age (B p<0.05). However, sex and UME scores were not potent predictors of academic performance of University freshmen. The six independent variables (WASSC, SSC, UME scores, age, sex and academic self-efficacy) considered in this study were potent factors to academic performance of university freshmen. Based on these findings, WASSC and SSC could be regarded as adequate entry qualifications into the university. Counselling intervention programme aims at enhancing academic self-efficacy of freshmen should be mounted during orientation programmes in the universities
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    Impact of emotional maturity on coping with stress among freshmen in South-Western Nigeria Universities
    (Scholarlink Research Institute, 2017) Ofole, N. M.
    It is well documented that Nigerian freshmen are not emotionally matured to handle stress associated with transition from secondary school to university. For effective intervention to enhance this competency among this group there is need to ascertain their level of emotional maturity. Ex post survey design was adopted to examine the impact of emotional maturity on coping with stress among freshmen in South-Western Nigerian universities. Simple random sampling technique was utilized in four stages to draw a sample size of 2236 respondents (Male=1021; Female=1215) with age range of 16-20 years (X =19.3; SD=7.2) from three categories of universities in South Western Nigeria (Federal, State and Private). Singh and Bhargava (1991) emotional maturity scale was the only source of data. Descriptive statistics was adopted to answer the first three research questions while t-test for independent samples and ANOVA were used for the fourth and fifth questions respectively. The result revealed that 63.2% of the 2236 freshmen were emotionally immatured to cope with stress. The females reported more emotional maturity than their male counterpart. Respondents between ages 22 and above reported more emotional maturity than their younger counterparts. This study has provided empirical evidence to suggest that freshmen are not emotionally matured to cope with challenges that are experienced in universities in Nigeria. The outcome of this study will sensitize the lecturers and school administration of the need to ameliorate some of the factors predisposing students to stress since the students level of maturity differs. Counselling psychologist should also institute stress management programme for freshmen in other to cushion the effects of stress associated with transition.