Age-Related Differences in Academic Performance of Undergraduate Science Courses at the University of Nairobi, Kenya

Abstract

The emergence of global-based knowledge economies has generated a world-wide demand for higher education among adults and tertiary age school graduates. Among the adults, there is quest for life-long learning in order to upgrade skills and maintain competitiveness within the rapidly evolving economies. This demand is not limited to the adults only but also among the young who view education as a means for realizing social, cultural, economic and political needs and aspirations. In this paper, the researchers explored the relationship between age and academic performance by comparing the performance of third year students in the Bachelor of Education (Science) on-campus mode of learning relative to those enrolled in the Open and Distance Learning (ODL) mode at the University of Nairobi. Results indicate that the on-campus students performed significantly better than the ODL students in Chemistry and Biology; t(44) = -4.427, p<.05 and t(65) = -8.54, p<.05 respectively. In Physics, on-campus students had a higher mean score of 54.22 against 54.04 of the ODE students. The difference in the means was not significant; t (71) = .120, p>.05. However, there was no significant relationship between age and academic performance. The researchers conclude that age does not influence academic performance. Therefore, enhanced academic performance may be a matter of personal determination rather than age determined.