Unified Tertiary Matriculation Examination Research Articles

ENHANCED APPROACH FOR CHANGE OF COURSE OF STUDY USING FUZZY LOGIC

In tertiary institutions of Nigeria, students are admitted through the Unified Tertiary Matriculation Examination (UTME) to study courses of their choice. However, most students often perform poorly. Thus, the need to change their programme of study becomes a necessity or risk being withdrawn from the university. The student for a change of programme is required to present a cumulative grade point average (CGPA), which informs the student’s status and commonly used criteria to determine the student’s qualification for a change of programme of study. The students are allowed to choose or advised which programme to choose based on their perceived strength. This is not scientific and have proven ineffective since may be based on biased perception. Thus, most of these students still perform poorly in the new programme of study and may end up being withdrawn. In order to minimize subjectivity and handle uncertainty in such a decision process, this paper proposed a fuzzy logic approach for the change of programme of study by considering the student’s Senior Secondary School Certificate Examination (SSCE) result(s), UTME scores, and grades obtained in the various examined and related courses. The CGPA initiates the entire process. The simulation was done in MATLAB, inputs were supplied and the recommendation is generated. The strength values of each input is calibrated from, as from which the system recommends other faculties, Computer Science, Statistics, Physics and mathematics respectively. The system enhances the chance that a student may perform in their newly proposed programme.

Nigerian Open and Distance Learning Students and the Mandatory National Youth Service Corps (NYSC) Scheme

The principal means of accessing admission into higher educational institutions in Nigeria is the Unified Tertiary Matriculation Examination (UTME) carried out by the Joint Admission and Matriculation Board (JAMB). The total number of candidates looking for admission into the different Nigerian institutions of higher learning has been on the increase over the years. The main motivation behind setting up any Open Distance Learning (ODL) institutions in Nigeria is to give a scope of chance to admittance to advanced education to students who, for one explanation or the other, really like to have their schooling in a more adaptable way. Moreover, the low admission limit of Nigerian universities for full time studies places a limit on the number of prospective learners who can be admitted into universities thereby making a monstrous hole between the people who want higher education and the framework accessible to cater for their necessities. The National Youth Service Corps (NYSC) scheme is an obligatory programme set up by the Nigerian government to include graduates of Nigerian educational tertiary institutions who are 30 years and below with the aim of promoting national unity and integration as well as to contribute to the accelerated growth of the national economy. However, graduates of open and distance learning institutions in the country do not take part in the NYSC programme. An attempt is made in this paper to investigate the level of preparedness and interests of ODL students and their disappointment in their exclusion from the programme. To achieve this, a descriptive survey research design was adopted for the study with a random sample of 201 respondents comprising 114 male and 87 female distant learners within the stipulated age for the NYSC scheme. A researcher-developed questionnaire was used to gather data from respondents. Four research questions were raised and three hypotheses were tested at 0.05 level of significance. Data gathered were analyzed and presented using figures, simple percentages, frequency tables and the Independent T-test. The findings revealed that 98% of respondents believe that they are prepared for the NYSC scheme, while 2% of respondents are not prepared. 99% are interested and 97% are disappointed at their exclusion from the scheme. No significant gender difference was observed in the level of preparedness, extent of interest and degree of disappointment in exclusion from the scheme among respondents. The study recommends a collaborative effort of ODL institutions and their counselling units in addressing anxieties and disappointments among students. The study also advocates a review of government’s policy on the NYSC scheme for possible inclusion of young graduates of ODL institutions in the scheme.

Analysis of Students Performance on Admission Placement

In the present-time, getting admission to study a preferred course of choice in the Nigerian tertiary institutions by prospective applicants is highly competitive. As a criteria, applicants are required to meet the UTME (Unified Tertiary Matriculation Examination (UTME) and five (5) relevant ordinary level credits, including English and Mathematics as a prerequisite before securing admission. However, being wrongly placed for a course that is different from ones choice could negatively affect learning and outcomes. Therefore, proper placement would have tendency of enhancing not only learning and outcomes but also self-esteem; thus improved productivity. This paper has examined students’ performance based on the course sought at entry and course placed to study. The CGPA of 300-Level students in the 2020/2021 session of the Department of Mathematics and Statistics, Yobe State University was used as a particular case for the investigation. Descriptive and Non-parametric techniques were employed. We found that applicants who sought to study computer science or physics at entry but were placed to study mathematics/statistics performed better than those who sought to study chemistry or biology. However, applicants who sought to study chemistry and placed to study mathematics/statistics are fairly better as compared to biology. Conclusively, the results of this study will inform decision makers and tertiary institution managers towards selecting those suitable to study mathematics/statistics if their preferred courses not secured.

Impact of digital divide on students’ performance in computerised UTME in Nigeria

In Nigeria, the Unified Tertiary Matriculation Examination (UTME), a large-scale university admission examination, was fully computerised in 2015. However, knowledge gap and digital divide are prevalent in developing countries, which may impact students’ performance in computer-based tests (CBT). To this end, this study investigates ICT-related individual differences (computer familiarity/experience, CBT anxiety and CBT attitude) among secondary school students taking UTME and its effects on their performance on the test in Osun state, Nigeria, considering their locations (rural/urban) and school types (public/private). The study adopted a quantitative survey for data collection from final-year secondary school students who registered and took 2021 UTME. The study's findings revealed significant variations in the access and use of computers among students taking UTME. It was found that all students from private schools had prior computer experience, whereas 11% of students from public schools had not used a computer before. Within the group of students without prior computer experience, 63% were from rural public schools. Furthermore, computer familiarity positively correlates with students’ performance in UTME. For instance, students who have taken CBT at least six times before UTME have significantly better performance than those who have not taken CBT at all. However, CBT attitude and anxiety before and after the examination were moderate and had no significant relationship with test performance. We conclude that affordable and easily accessible ICT facilities and CBT practice centres should be provided to students, especially those in disadvantaged areas, to ensure the fairness of UTME to all candidates.

ANALYTICAL VALIDITY OF UNIVERSITY TERTIARY MATRICULATION EXAMINATION (UTME) SCORES AND ACADEMIC PERFORMANCE FOR UNDERGRADUATES IN FEDERAL UNIVERSITY OF LAFIA, NIGERIA

The weak performance of university undergraduates currently in Nigeria can be traced to the University admission structure. Applicants who met admission requirements in the Senior Secondary School Certificate by acquiring the requisite five credits or its equivalent are seen as potential University undergraduate students. Candidates who score the required cut off points in the Unified Tertiary Matriculation Examination (UTME) and Post-Unified Tertiary Matriculation Examination (PUTME) are presumed to be proficient of pursuing chosen courses of study effectively in the University. This study investigated the relationship between University Tertiary Matriculation Examination (UTME), assessment and the first-year academic performance of 2016/2017 students in Federal University of Lafia, Nasarawa State, Nigeria. Descriptive survey research was used as the research design to find the analytical predictive legitimacy and validity of University Tertiary Matriculation Examination (UTME) and the students’ academic performance. The population of 1500 students were admitted into the University within the 2016/2017 academic session and a stratified and purposive random sampling technique was used to collect data from a sample of 360 students from selected Departments of the Faculties of Arts, Science and Social Sciences. A self- developed pro-forma invoice was used to collect student’s UTME scores along with Grade Point Average (CGPA) for the first year. A correlation analysis was used to establish the relationship between UTME scores and First session examination results of students. The validity index of the research instrument was determined and two hypotheses were formulated and a regression analysis used to determine the relationship between UTME scores and the CGPA in Federal University of Lafia. While the CGPA was the criterion variable, the UTME scores was the predictor variable. The results revealed that students’ UTME scores do not essentially imply their genuine scores or intellectual ability. This was confirmed by the weak relationships revealed by students’ scores in UTME and the corresponding CGPA at the end of the first year. The study recommends that a more vigorous post-UTME screening to sieve the candidates before the candidates is offered admission. The JAMB also needs to monitor more effectively the examination management process to safeguard any form of manipulations of results given the fact that the computer-based process can also be compromised by desperate stakeholders.

Maximizing the Potentials of the Internet in Enhancing the Conduct of Computer-Based Tests for University Admission in a South-West Nigerian University

The internet presents numerous opportunities for universities to reach a wide audience with timely and relevant information. This study examines the potential impact of the internet on reaching university admission candidates, identifying application challenges, and assessing the conduct of Post Unified Tertiary Matriculation Examination (Post-UTME) tests in a South-West Nigeria University. The population for the study comprised applicants who took the Post-UTME test at the Computer-Based Test (CBT) Centre, University of Medical Sciences, Ondo. The study utilized internet adverts and surveys to disseminate information and gather feedback from participants. Results showed that the majority of applicants were reached through internet digital adverts with no difficulties encountered during the application process. The university's Facebook page had the highest views and engagements from admission seekers. The conduct of the Post-UTME test was commended by most applicants. The study concluded that the Internet can facilitate increased participation and easy assessment of Post-UTME tests in the university. It recommends that universities should explore the potential benefits of internet adverts and surveys in disseminating admission-related information, extracting feedback from stakeholders, and sensitizing the public about university programs.

Assessing factors contributing to students’ academic performance in Plateau State Polytechnic, Nigeria

Education is one of the most important factors that not only instil critical skills, abilities, and knowledge in individuals, but also lead toindividual, community, and national growth and progress. This study investigates factors that influenced academic performance amongstudents of Plateau State Polytechnic, Barkin Ladi, Nigeria. Primary and secondary data were obtained through the administering ofquestionnaires and the collection of student results from the school records. A sample of 363 final year students from the population of3860 final year students was selected using the Yamane sample size selection method. The data collected were analyzed using QuantileRegression with the help of R-Package Version 3.6.1. From the result obtained, different factors were identified at different quantile levelsto have a significant influence on students’ CGPA. At the higher quantile level (i.e. 75% and 95%), gender, number of siblings, mother’seducational level, father’s educational level, Unified Tertiary Matriculation Examination (UTME) score and how school fee is financed hadsignificant effects on student CGPA. At the lower quantile (i.e. 5% and 25%), the number of siblings, mother’s educational level, how schoolfee is financed, secondary school attended and UTME score had significant effects on student CGPA. Therefore, as the male students’results in the research seem to be lower than those of females, parents and schools should pay more attention to their education. Besides,the researcher recommends that government and schools provide support to children from large families.

Greenfield University Postgraduate Admission Form 2022/2023 Post Utme Form is Out ☎️ 07065086538-2347065086538 Dr Mrs.Anita Candidates are required to have sat for the Unified Tertiary Matriculation Examination (UTME) with a minimum score as approved by NUC and JAMB.They must also obtain a minimum of five (5) credit passes at not more than two sittings in WAEC (SSCE) NECO or NABTEB.

Greenfield University Postgraduate Admission Form 2022/2023 Post Utme Form is Out ☎️ 07065086538-2347065086538 Dr Mrs.Anita Candidates are required to have sat for the Unified Tertiary Matriculation Examination (UTME) with a minimum score as approved by NUC and JAMB.They must also obtain a minimum of five (5) credit passes at not more than two sittings in WAEC (SSCE) NECO or NABTEB.

American University of Nigeria, Yola Postgraduate Admission Form 2022/2023 Post Utme Form is Out ☎️ 07065086538-2347065086538 Dr Mrs.Anita Candidates are required to have sat for the Unified Tertiary Matriculation Examination (UTME) with a minimum score as approved by NUC and JAMB.They must also obtain a minimum of five (5) credit passes at not more than two sittings in WAEC (SSCE)

American University of Nigeria, Yola Postgraduate Admission Form 2022/2023 Post Utme Form is Out ☎️ 07065086538-2347065086538 Dr Mrs.Anita Candidates are required to have sat for the Unified Tertiary Matriculation Examination (UTME) with a minimum score as approved by NUC and JAMB.They must also obtain a minimum of five (5) credit passes at not more than two sittings in WAEC (SSCE)

Al-Qalam University, Katsina Postgraduate Admission Form 2022/2023 Post Utme Form is Out ☎️ 07065086538-2347065086538 Dr Mrs.Anita Candidates are required to have sat for the Unified Tertiary Matriculation Examination (UTME) with a minimum score as approved by NUC and JAMB.They must also obtain a minimum of five (5) credit passes at not more than two sittings in WAEC (SSCE) NECO or

Al-Qalam University, Katsina Postgraduate Admission Form 2022/2023 Post Utme Form is Out ☎️ 07065086538-2347065086538 Dr Mrs.Anita Candidates are required to have sat for the Unified Tertiary Matriculation Examination (UTME) with a minimum score as approved by NUC and JAMB.They must also obtain a minimum of five (5) credit passes at not more than two sittings in WAEC (SSCE) NECO or

Benson Idahosa University, Benin City [Admission Form] 2022/2023 Undergraduate Form/UTME/DE Form Out ✓ ☎️ 08029973136-08029973136 DR Anita Post UTME Form Call 08029973136 ELIGIBILITY i) Candidates must have sat for the current year Unified Tertiary Matriculation Examination (UTME) of the Joint Admissions and Matriculation Board (JAMB) and attained the prescribed cut-off marks as a statutory requirement for entry into Nigerian Universities

Benson Idahosa University, Benin City [Admission Form] 2022/2023 Undergraduate Form/UTME/DE Form Out ✓ ☎️ 08029973136-08029973136 DR Anita Post UTME Form Call 08029973136 ELIGIBILITY i) Candidates must have sat for the current year Unified Tertiary Matriculation Examination (UTME) of the Joint Admissions and Matriculation Board (JAMB) and attained the prescribed cut-off marks as a statutory requirement for entry into Nigerian Universities

Caleb University, Lagos [Admission Form] 2022/2023 Undergraduate Form/UTME/DE Form Out ✓ ☎️ 08029973136-08029973136 DR Anita Post UTME Form Call 08029973136 ELIGIBILITY i) Candidates must have sat for the current year Unified Tertiary Matriculation Examination (UTME) of the Joint Admissions and Matriculation Board (JAMB) and attained the prescribed cut-off marks as a statutory requirement for entry into Nigerian Universities

Caleb University, Lagos [Admission Form] 2022/2023 Undergraduate Form/UTME/DE Form Out ✓ ☎️ 08029973136-08029973136 DR Anita Post UTME Form Call 08029973136 ELIGIBILITY i) Candidates must have sat for the current year Unified Tertiary Matriculation Examination (UTME) of the Joint Admissions and Matriculation Board (JAMB) and attained the prescribed cut-off marks as a statutory requirement for entry into Nigerian Universities

Predictive validity of SSCE grades and UTME points on final CGPA of students of Bauchi State University Gadau, Bauchi State

Cumulative Grade Point Average (CGPA) is a major indicator of students’ academic performance in Nigerian university system and the final class of degree to be awarded to a student solely relies on his final CGPA. The academic entry requirements into the universities are Senior Secondary Certificate Examination (SSCE) grades and Unified Tertiary Matriculation Examination (UTME) points. One may naturally therefore, expect paramount dependency of student’s final CGPA on his SSCE grades and UTME points on entry. This study used multiple linear regression based on ordinary least squares with SSCE grades and UTME points on entry as predictors of final CGPA of students. We also used Pearson correlation to ascertain relationships between each predictor variable and the dependent variable. Results for both methods revealed that final CGPA of students in the university is not strongly determined by their SSCE grades and UTME points.

ICT Literacy and Readiness for Computer Based Test Among Public Secondary School Students in Anambra State

Among the significant influences of the new information and communication technologies (ICTs) on the educational system is the emergence of the computer-based test (CBT) which now exists side by side, and in some instances, has replaced the traditional pen and paper method of examination. The introduction of CBT in the JAMB Unified Tertiary Matriculation Examination (UTME) and its use in post-UTME tests by various higher institutions have now made ICT literacy critical for one’s academic progression beyond the secondary school level. Therefore, this study examined readiness for Computer-Based Tests (CBT) among public secondary school students in Anambra State, Nigeria in terms of acquiring the requisite ICT literacy. Situated within the framework of the Diffusion of Innovations Theory, the study adopted the survey method.A sample of 659 respondents was selected from public secondary school students in the state. Data analysis employed simple percentages and Pearson chi-square test. Findings showed that to a significant extent, students in public secondary schools in Anambra State were aware of the relevance of ICT literacy for their participation in external examinations. However, a significant number of the students were yet to take steps to acquire ICT literacy in readiness for computer-based tests (CBTs). The rate of actual readiness for such tests was low among the students. Factors influencing readiness for CBT among the students were gender, age, school type (boys, girls or coeducational), school location (urban versus rural), school-based computer training, availability of computer at students’ homes and attending of outside-school computer coaching. It was concluded that many students in Anambra State public schools who participate in computer-based tests (CBTs) appear to acquire the required ICT skills only after they have left school, a situation that may not be very healthy given that early preparation is more likely to enhance better performance. The study recommended, among others, that school-based computer training should be enhanced by way of procurement of equipment and employment of computer literate teachers in order to enable schools provide such training on a regular basis to students which will enhance their readiness for computer-based tests (CBT). Keywords: Computer Based Test (CBT), Information and Communication Technology (ICT), ICT Literacy, External Examination, Public Secondary Schools, Secondary School Students, Readiness. DOI: 10.7176/NMMC/97-01 Publication date: August 31 st 2021

ICT Literacy and Readiness for Computer Based Test Among Public Secondary School Students in Anambra State

Among the significant influences of the new information and communication technologies (ICTs) on the educational system is the emergence of the computer-based test (CBT) which now exists side by side, and in some instances, has replaced the traditional pen and paper method of examination. The introduction of CBT in the JAMB Unified Tertiary Matriculation Examination (UTME) and its use in post-UTME tests by various higher institutions have now made ICT literacy critical for one’s academic progression beyond the secondary school level. Therefore, this study examined readiness for Computer-Based Tests (CBT) among public secondary school students in Anambra State, Nigeria in terms of acquiring the requisite ICT literacy. Situated within the framework of the Diffusion of Innovations Theory, the study adopted the survey method.A sample of 659 respondents was selected from public secondary school students in the state. Data analysis employed simple percentages and Pearson chi-square test. Findings showed that to a significant extent, students in public secondary schools in Anambra State were aware of the relevance of ICT literacy for their participation in external examinations. However, a significant number of the students were yet to take steps to acquire ICT literacy in readiness for computer-based tests (CBTs). The rate of actual readiness for such tests was low among the students. Factors influencing readiness for CBT among the students were gender, age, school type (boys, girls or coeducational), school location (urban versus rural), school-based computer training, availability of computer at students’ homes and attending of outside-school computer coaching. It was concluded that many students in Anambra State public schools who participate in computer-based tests (CBTs) appear to acquire the required ICT skills only after they have left school, a situation that may not be very healthy given that early preparation is more likely to enhance better performance. The study recommended, among others, that school-based computer training should be enhanced by way of procurement of equipment and employment of computer literate teachers in order to enable schools provide such training on a regular basis to students which will enhance their readiness for computer-based tests (CBT). Keywords: Computer Based Test (CBT), Information and Communication Technology (ICT), ICT Literacy, External Examination, Public Secondary Schools, Secondary School Students, Readiness. DOI: 10.7176/NMMC/97-01 Publication date: August 31 st 2021

Permutation of UTME Multiple-Choice Test Items on Performance in Use of English and Mathematics Among Prospective Higher Education Students

In an attempt to curtail examination malpractice, the Joint Admission and Matriculation Board (JAMB) has been generating different paper types with a different order of test items in the Unified Tertiary Matriculation Examination (UTME). However, the permutation of test items may compromise students’ performance unintentionally because constructive suggestions in theory and practice recommend that test items be sequenced in ascending order of difficulty. This study used data collected from a random sample of 1,226 SSIII students to ascertain whether the permutation of test items has any effect on the performance of students in two different subjects (Use of English and Mathematics). The study adopted the Equivalent Groups Quasi-Experimental Research Design with three independent groups. Findings emerged, amongst others, that there is a significant difference in the performance scores of prospective university students’ in use of English and Mathematics examintaions arranged in three different orders (ED, DE, R). There are no significant gender differences in the performance of students in Use of English and Mathematics based on test item permutation. However female students perform better than male students when test items are arranged in ascending order of difficulty while males perform better when test items are arranged in descending order of difficulty. It was concluded that the permutation of test items in UTME examination tends to affect the performance of students in Use of English and Mathematics. This finding has implications for the future conduct of UTME examinations and enrolment into higher education as the randomization of UTME test items changes the difficulty order of different paper types. It was recommended that other measures of curtailing examination malpractices that would not affect students’ academic performance should be adopted.

Quality control measures and student output in University of Uyo and University of Calabar

The study examines the nature of relationship between quality control measures and student output in University of Uyo and University of Calabar. Two research questions and two hypotheses guided the study. The correlational research design was used for the study. The population comprised 2,967 teaching staff and 11,635 students from University of Uyo and University of Calabar. Simple random sampling technique was used to select 642 teaching staff and 1,232 students from the sampled schools. Two instruments, one being researchers-developed instrument titled “Quality Control Questionnaire (QCQ)” and a documentary analysis checklist titled “Student Output Checklist (SOC)” were used for data collection. The instruments used for data collection were face validated by three experts. The reliability co-efficient of QCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.81 was obtained. The r-value of Pearson Product Moment Correlation (PPMC) coefficient was used to answer the research questions, while PPMC was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the quality control on student intake and student engagement significantly relates to student output in University of Uyo and University of Calabar. It was therefore concluded that the quality of student output in University of Uyo and University of Calabar is influenced by quality control variables. Based on the findings of this study, it is therefore recommended amongst others that, universities’ admission regulatory body should ensure that all prospective students vying for admission have good grades in their O’levels and Unified Tertiary Matriculation Examination (UTME). Furthermore, all candidates should also be admitted based on merit in order to ensure quality student output.

Classifiers ensemble and synthetic minority oversampling techniques for academic performance prediction

The increasing need for data driven decision making recently has resulted in the application of data mining in various fields including the educational sector which is referred to as educational data mining. The need for improving the performance of data mining models has also been identified as a gap for future researcher. In Nigeria, higher educational institutions collect various students’ data, but these data are rarely used in any decision or policy making to improve the academic performance of students. This research work, attempts to improve the performance of data mining models for predicting students’ academic performance using stacking classifiers ensemble and synthetic minority over-sampling techniques. The research was conducted by adopting and evaluating the performance of J48, IBK and SMO classifiers. The individual classifiers models, standard stacking classifier ensemble model and stacking classifiers ensemble model were trained and tested on 206 students’ data set from the faculty of science federal university Dutse. Students’ specific previous academic performance records at Unified Tertiary Matriculation Examination, Senior Secondary Certificate Examination and first year Cumulative Grade Point Average of students are used as data inputs in WEKA 3.9.1 data mining tool to predict students’ graduation classes of degrees at undergraduate level. The result shows that application of synthetic minority over-sampling technique for class balancing improves all the various models performance with the proposed modified stacking classifiers ensemble model outperforming the various classifiers models in both performance accuracy and RSME values making it the best model.<strong></strong>

Predictive validity of different entry modes on the mathematics achievement of tertiary students in Ogun State

The study focused on how students' performance in mathematics could be predicted based on different entry modes. The population was made up of all graduating students from a University of Education and a Polytechnic in Ogun State during2014/2015 academic session. All graduating students (253) of the Department of Mathematics were used for the study. The grade point average of students obtained at the end of their study from the institutions were collected. In addition, the information about the entry mode and sex were collected from students’ file. Three research hypotheses were tested using ANOVA and t-test statistics at 0.05 level of significance. Results revealed that only 2.3% of students’ achievement in mathematics could be explained by their entry mode and that students do not differ significantly in their academic achievement based on the mode of admission with F (2,250) of 2.951. However, there is a significant difference in the mean mathematics achievement of male and female students admitted based on their entry mode at 0.05 level of significance with t pi) = 3.52 and t pis) =5.461 for Unified TertiaryMatriculation Examination (UTME) and direct entry (DE) respectively. It is recommended that there should be no discrimination in the admission policy against any form of entry mode by the university or polytechnic authority.

University Matriculation Examinations as Predictor of First Year Academic Performance of Students in Public Universities inEdo State

The study examined University Matriculation Examinations as predictor of first year academic performance of students in public universities Edo State. The study aimed to find the prediction of unified Tertiary Matriculation Examination (UTME) post unified Tertiary Matriculation Examination (PUTME) and post UTME aggregate scores on students’ first year academic performance it also investigated which of the predictor has the highest predictive value. The study was guided be (04) research question and (03) hypotheses were tested at 0.05 alpha level. The study employed a correction survey designed which was based on the frame work of export facto. The population of the study was 22,653 students made up first year students of 2012/2013 and 2013/2014 admitted into University of Benin, Benin City and Ambrose Alli University, Ekpoma both in Edo State. The step-wise multi-stage sampling technique which involve various stages was employed and a sample size of 1500 was used for the study. A proforma titled intuition and students Data proforma (ISDP) was used for data collection. The data collection were analyzed using simple linear regression statistics Finding of the study revealed that UTME, PUTME and post-UTME aggregate scores significantly predicted students first year academic performance as each explained 0.9% 4%, 10.1% of the total variance of students’ performance respectively. Based on the finding of this study it was recommended were made among others: that PUTME screening test should continue side by side with UTME examination and that use of average of UTME and PUTME known as aggregate score be retained and improved upon. Keyword s : UTME, PUTME post-UTME aggregate scores JAMB and first year students’ DOI : 10.7176/JEP/10-15-12 Publication date :May 31 st 2019