MINIMUM STANDARDS FOR GENERAL EDUCATION IN COLLEGES OF EDUCATION AND NCE STUDENT PERFORMANCE IN NORTH-WEST NIGERIA

Abstract

This study investigated the impact of the Minimum Standards for General Education courses for the Nigeria Certificate in Education (NCE) on students' learning activities and academic performance in North-West Nigeria. Three research questions and hypotheses guided the study. Data were collected through documentary analysis and two researchers developed instruments: the NCE Course Load Assessment Rating Scale (NCE-CLARS) for students and Lecturers' Effectiveness Determinant Questionnaire (LEDQ) for lecturers. These instruments were validated by experts in measurement/evaluation and General Education Courses. The study was conducted in Nigeria's North-West geopolitical zone. The study was conducted in Nigeria's North-West geopolitical zone, where eight state colleges of education were randomly selected (one per state) from a population of fourteen federal and state colleges in the region. The sample comprised 700 students and 350 lecturers randomly drawn from these institutions. Students' final NCE results were collected across departments in all eight colleges to compare performance under different minimum standards editions. Data were analysed using descriptive and inferential statistics. Results revealed, among other findings, that the NCCE minimum standards negatively affect student performance. Therefore, it was recommended that the current minimum standards revision should emphasize course reduction to enhance student performance.