Abstract
The study was to find out the influence of both students’ achievement in the West African Examination Council’s Senior School Certificate English Language examination and the faculty of study by the students in the university on their performances in Use of English and in specific courses of study. 964 undergraduate students of Cross River University of Technology, Calabar, Nigeria, were sampled for the study. The students’ results in the Senior School Certificate English Language examination, scores obtained by them in the Use of English course at the university and their cumulative grade point averages in their specific courses of study at the university were the data collected and used for the study. Four hypotheses were postulated and tested at 0.05 level of significance, using mean, standard deviation and analysis of variance as statistical tools. It was found out that achievement in the Senior School Certificate English Language examination and Use of English course at the university contribute significantly to the variance in students’ academic performance in specific courses of study; significant differences exist in the academic achievement of students in various faculties in the Senior School Certificate English Language examination; faculty of study does not significantly influence students’ academic achievement in Use of English, and faculty of study does not significantly influence academic performances in specific courses of study. The study thus canvassed that admission of students into different faculties in the university should not be determined by their level of achievement in the Senior School Certificate English Language examination.
Highlights
The status and utilization of English in Nigeria as a lingua franca cannot be overemphasized as it serves as a socializing agent among speakers
3) There is no significant influence of faculty of study on students’ academic performance in the Use of English course
With a sample of seven hundred and fifty (750) students in senior secondary schools in Ogun State, Nigeria, the study showed no significant difference in the academic achievement of students in Senior School Certificate English Language examination and in faculty of study
Summary
The status and utilization of English in Nigeria as a lingua franca cannot be overemphasized as it serves as a socializing agent among speakers. A pass at credit level in the Senior School Certificate examination is a prerequisite for admission into the university It is a language of science, technology, aviation and broadcast (Baugh, 1982), and cuts across our social strata and multi-ethnic situation (Yusuf, 2000). Its aim is to imbue in undergraduates ability to carry out communication both orally and written so as to cope with the academic needs in various programmes of study This is because all academic work is carried out through the medium of English Language in all faculties. The study was to find out if their performances in the Senior School Certificate English Language examination and the faculty into which they have been admitted have any influence on their performances in the Use of English course, and in their specific courses of study at the university
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