Business Education Project Topics

Timely Release of Results and Academic Performance of Students in Business Education

Timely Release of Results and Academic Performance of Students in Business Education

Timely Release of Results and Academic Performance of Students in Business Education

Chapter One


This study was conducted with the following objectives:

  1. To examine the impact of timely release of results on academic performance in business education in College of education Zuba.
  2. To appraise the nature of academic results.
  3. To identify the benefits obtained from timely release of academic results




This chapter reviews the literature on the timely results and academic performance of students in business education. It discusses issues arising from the topic of interest as viewed from different perspectives, with a view of giving a theoretical and empirical foundation to the study.


Patrick O. N. (2014) in her thesis determined the relationship between school effectiveness, timely release of results and academic performance in public secondary schools. The objectives of the study were to: establish the strategies being employed by public secondary schools to improve students’ academic performance, to determine the relationship between the academic performance improvement strategies employed and the performance of students; and identify academic performance improvement lessons that can be learnt from schools that consistently perform well at the level. The study was guided by the Effective Schools Model by Lezotte (2010), which states that an effective school is characterised by seven correlates namely: instructional leadership, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students‟ progress, and opportunity to learn for students. The research employed a survey design targeting all secondary schools‟ principals, heads of departments, teachers, and education officers in charge of all the 873 provincial and district public secondary schools in Central region. Data was collected in provincial and district public secondary schools in two counties – Kiambu and Nyeri. Stratified sampling technique was used to select 40 schools for the study, 20 each from Kiambu and Nyeri Counties. The sampled schools were stratified according to performance, that is, those that have been consistently performing well for the last five years (2006-2010), and those that have been consistently performing poorly for the same period. All the principals of the sampled 40 schools took part in the study. Simple random sampling was used to select 360 teachers (120 HODs and 240 regular teachers). Purposive sampling was used to select all the 17 District Education Officers in Kiambu and Nyeri Counties. Of the targeted respondents, 222 teachers, 45 heads of departments 17 DEOs, and 39 principals responded, a total of 398 respondents giving a questionnaire return rate of 95.4%. Questionnaires and an interview guide were used for data collection. Prior to the actual data collection, a pilot study was conducted to ascertain the reliability and validity of the instruments. The study gathered both qualitative and quantitative data. and six of the seven correlates, apart from frequent monitoring of students progress. Multiple regression analysis revealed that the seven correlates of effective schools explained 11.5% of the variation in academic performance among the sample schools. The study recommends that secondary schools should put emphasis on the seven correlates of effective schools that were identified to positively influence academic performance. Masten and Coatsworth (1998), indicated that success in school demands three clusters of skills; cognitive and meta cognitive skills, social skills and self-management skills. The cognitive and meta cognitive skills include skills related to goal setting, progress monitoring, and memory skills, whereas social skills refer to interpersonal skills, social problem solving, listening, and teamwork skills. In addition, the self-management skills such as managing attention, motivation, and anger are also essential in ensuring success. These three skill sets were the most powerful predictors of long-term school success and seemed to separate high achievers from low achievers. Nile (2006) pointed out that there is a weakness among the students of the main stages in language skills, and confirms the reality of this weakness of students in key stages of the delay in the mastery of reading and writing skills, as well as weaknesses in the skills of writing the alphabet and calligraphy.

Naimi (2010) carried out a study about the poor academic achievement at the United Arab Emirates schools. The results showed that the percentage of students in academic achievement is weak; ranged from 15 to 30%. Thus, this can be attributed to the educational and economical levels of the students at these areas. Barakat & Harz Allah (2010) study addressed the reasons for the low level of academic achievements in schools and these reasons are:

  1. Health problems affect student achievement in Math
  2. Behavioral problems affect the achievement of students in mathematics performance.

Lack of self-desire to study may lead to students’ low academic achievement in mathematics level.

Lack of a sense of belonging to the school can cause a sense of unconcerned to the study. Teachers’ lack the required knowledge of modern educational and psychological theories can lead to students’ poor academic performance. The study recommended to give more attention to students’ health so that they can focus on their studying and to provide a relaxing school environment in order to increase the motivation of students and increase the level of belonging to the school. As well as, the teachers have to use attractive techniques and educational activities to motivate students for leaning. Moreover, parents should be responsive to their children’s problems and pursue their academic achievement step by step. Also it is necessary to arrange training courses and workshops for teachers, who are teaching mathematics, especially those teachers who teach mathematics from different subjects, to develop their skills in teaching mathematics. Tamimi (2012) conducted a study about weakness in students’ academic performance. In this study, he pointed out this problem has become a global problem. He found that the number of pupils suffer from this problem; therefore he searched for solutions to this problem. The researcher also explained the factors that lead to poor academic achievement, such as social factors, economic factors and political conditions. The study recommended staying away from violence and inappropriate words with students who suffer from academic weakness and encourage these students by offering them some gifts and paying them more attention.





Research design

The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to a critical analysis on the timely release of results and academic performance of students in business education.

Sources of data collection

Data were collected from two main sources namely:

(i)Primary source and

(ii)Secondary source

Primary source:                              

These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.

Secondary source:

These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.

Population of the study

Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information a critical analysis of results and academic performance of students in business education. 200 students of Zuba college of education were selected randomly by the researcher as the population of the study.




Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey.  This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.




It is important to ascertain that the objective of this study was to ascertain a critical analysis of timely release of results and academic performance of students in business education.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of timely release of results and academic performance of students in business education.


This study aimed at having a critical analysis timely release of results and academic performance of students in business education.

The research provides an appraisal of timely release of result and its effect on academic performance of student in business education a case study of Zuba College of education, Abuja. It appraises the nature of academic result and determines the importance of its timely release. It stresses the effect on student’s academic performance and as measure for corrective and early preparation of studies. The research is particularly important as it provide an assessment guide to both students and teachers alike on the significance of timely release of academic result.

Conclusion and Recommendation

Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.

That academic performance of students in business education is high

That the effect of timely release of result on the performance of students is high


  • Achoka, J. S. K., Odebero, S., Maiyo, J. K. & Mualuko, N. J. (2007). Access to Basic Education in Kenya: Inherent Concerns. Educational Research and Review, 2 (10): 275-284.
  • Adediwura, A. A. & Tayo, T. (2007) Perceptions of Teacher Knowledge, Attitude and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools; Educational Research and Review, 2(7): 165-171
  • Boit, M., Njok,i A. & Chang’ach, J. K. (2012) The Influence of Examinations on the Stated Curriculum Goals. American International Journal of Contemporary Research, 2(2): 179 – 182
  • Cobb, P. (2008) analysing the mathematical learning of the classroom community: the case of statistical data analysis, in proceeding of the 2nd Conference of the International Group for the Psychology of Mathematics Education 1 pp33-48 University of Stellenbosch, South Africa.
  • Heck, R. H. (2009) Teacher Effectiveness and Student Achievement. Investigating a Multilevel Cross-Classified Model; Journal of Education Administration, 7(22): 227-249.
  • Onsomu, E., Muthaka, D., Ngware, M. & Kosimbei, G. (2006) Financing of Secondary Education in Kenya: Costs and Options KIPPRA Discussion Paper No. 55. Nairobi: Kenya Institute for Public Policy Research and Analysis.


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