PERCEIVED INFLUENCE OF LECTURE PERIODS ON ACADEMIC PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN KWARA STATE COLLEGE OF EDUCATION TECHNICAL, LAFIAGI

Abstract

The study examined the perceived influence of lecture periods on the academic performance of Business Education Students in Kwara State College of Education, Technical Lafiagi, Nigeria. Three research questions were raised and answered, while three null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a descriptive survey design. The study population consisted of 788 students from the Business Education department. A sample of 265 students was drawn using purposive sampling. A 30-item structured questionnaire titled: “‘Perceived Influence of Lecture Periods on Academic Performance of Business Education Students in Colleges of Education Students Questionnaire (PILPAPBESCESQ)” was developed by the researcher and used to gather data from the respondents. The questionnaire was constructed on a four-point rating scale. The result yielded a reliability coefficient of 0.89. Research questions were answered using means and standard deviations. At the same time, the null hypotheses were tested at the 0.05 level of significance using independent-samples t-tests and one-way Analysis of Variance (ANOVA). The results of the findings revealed that lecture periods have a positive influence on teaching and learning business Education courses in the College of Education in Kwara State. The study concluded that students learning business Education courses should be taught better in the morning than at other lecture times of the day. It was recommended that educators and the Directorate of Examination and Timetable Committee should encourage the use of morning lecture hours for teaching and learning business courses, among others.