IMPACT OF TIMELY COMPUTATION AND RELEASE OF RESULTS ON ACADEMIC PERFORMANCE OF STUDENTS OF BUSINESS EDUCATION DEPARTMENT

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY: Academic results provide feedback on the evaluation of a student's performance in subject or course examinations. Constructive feedback, which includes both positive reinforcement and critical guidance, is essential for individuals to acquire knowledge and skills. Feedback that is clear, explicit, and timely serves as information regarding the outcomes of one's endeavours, and it acts as a source of motivation for pupils to enhance their performance. Grading is typically associated with evaluating assigned work or assessment activities. It involves customising tests or assignments to align with the learning objectives of the course, providing feedback to help students enhance their critical thinking and writing skills, communicating about students' progress to relevant individuals, and utilising the results to make improvements in the classroom.Assessment offers feedback to both students and educators. In contrast, the lack of timely and valuable feedback diminishes one's motivation to engage in the learning process. When teachers promptly provide students with comments on their responses and engage in discussions about wrong answers, they are employing one of the most influential indicators of favourable student results. According to Walberg's meta-analysis, which examined studies on educational interventions in K-12 classrooms, it was discovered that instructional methods that included feedback and remedial measures had a significant impact on student progress.Subsequently, higher education institutions started prioritising the provision of timely feedback as one of the "Seven principles for good practice in undergraduate education". The writers elucidate that having awareness of one's knowledge and lack thereof directs the process of acquiring knowledge. Students want suitable feedback on their performance in order to derive benefits from their courses. Recent research on the human brain indicates that we have inherent biological mechanisms that drive us to actively seek and utilise feedback.

It is crucial to emphasise that for students to derive benefits from feedback, it must be both timely and frequent, as well as effective in enhancing performance by addressing three key aspects: identifying strengths, pinpointing areas for growth, and providing guidance on how to achieve this progress. Feedback can be provided in several formats, including formative and summative assessments, individual and group evaluations, written comments, coded feedback, and charts and rubrics outlining key aspects of assignments. While providing comprehensive feedback holds significance, delivering it promptly holds even greater significance. Nevertheless, it is crucial to promote students' diligent reading and utilisation of feedback. The research aims to analyse the impact of timely release of academic results on the academic performance of students in business education.

In his publication in 2015, Samuel argued that in order to truly appreciate the thrill of success, it is necessary to encounter the disappointment of failure at least once. He further emphasised that we might gain more knowledge from our mistakes than from our achievements. However, it is important to note that this does not imply that individuals intentionally fail in order to succeed, as such behaviour is universally rejected. Conversely, it is important to see unsuccessful events in a positive light, as they can provide valuable lessons for achieving success. By leveraging failure, we can transform it from a painful memory into a circumstance that offers us lifelong advantages and experiences. Humans possess an innate desire for success and accomplishment in both their scientific and practical endeavours at all levels. However, it is important to recognise that consistent and enduring success is not always attainable due to the inherent nature of human reliance on trial and error, which inevitably leads to occasional failures. Failure should not be seen as a reason to quit, unless it is the ultimate goal in one's life. Instead, it can serve as a driving force for success and a stepping stone towards reaching the highest level of achievement and fulfilling one's goals and objectives. Indeed, failure is invariably linked to feelings of irritation and dread due to its connection with retribution from others, manifesting as contempt, criticism, and various forms of punishment, such as physical harm or emotional neglect. The dread of failure, making mistakes, a persistent sense of shame, and a lack of effort to succeed are all forms of failure in itself.

Education is a crucial endeavour for humanity. It assists in shaping and moulding individuals within a society to effectively adapt and thrive in their surroundings. Boit, Njoki, and Chang'ach (2012) argue that the primary objective of education is to empower individuals to transform their society and eradicate disparities. Specifically, secondary education has a crucial role in both the overall progress of a nation and the personal growth of individuals. It is crucial in establishing a nation's pool of skilled individuals at a level beyond primary education (Achoka, Odebero, Maiyo & Mualuko, 2007). The significant importance of secondary education may somewhat elucidate the Kenyan government's choice to implement free tuition in public secondary schools as a means to augment its desirability (Ohba, 2009). The provision of high-quality secondary education is crucial for providing the opportunities and advantages associated with social and economic development (Onsumu, Muthaka, Ngware & Kosembei, 2006). The cognitive achievement of learners is considered as one of the markers of the quality of education being offered (United Nations Educational, Scientific and Cultural Organisation, [UNESCO], 2005). Adediwura and Tayo (2007) define academic achievement as the measurement of performance through test and examination scores, as evaluated by the subject teachers. It might also be described as any term used to indicate students' academic status. According to Levin, Wasanga, and Somerset (2011), the academic performance of secondary school students is not only an indicator of school effectiveness but also a significant factor in the overall well-being of young people and the nation as a whole. According to Yusuf and Adigun (2010) and Lydiah and Nasongo (2009), the government, educators, parents, and society in general have always been particularly interested in the academic success of kids. Odhiambo (2005) argues that there is an increasing need for teacher accountability in Kenya, as demanded by the government and the public. Students' achievement data is a regularly used method to evaluate schools (Heck, 2009). Teachers are inherently connected to the schools they teach in and have a direct impact on the academic performance of those institutions. Using standardised students' evaluations outcomes as the basis for evaluating teachers' performance would be a logical approach. Teachers receive recognition and incentives when their schools and teaching disciplines achieve high rankings. In Chile, teachers receive collective rewards when they work in schools that are recognised as high-performing by the National Performance Evaluation System of Subsidised Schools (Organisation for Economic Cooperation and Development, 2005). In Kenya, exceptional teachers in their respective courses are recognised and awarded during the annual Open Education Day conducted in each district (Cherongis, 2010). While acknowledging the importance of incentivizing teachers who achieve improved outcomes, it is also important to hold instructors accountable when pupils underperform. Evidence has demonstrated that teachers exert a significant impact on the academic attainment of students. The teacher plays a vital part in educational achievement as they are ultimately responsible for implementing policy and applying practical concepts during their interactions with pupils (Afe, 2001). The study conducted by Wright, Horn, and Sanders (1997) determined that the instructor is the primary element that significantly impacts student learning. Teachers serve as the intermediary in the transfer of knowledge, values, and skills during the learning process. Insufficient academic development will be observed among students who are taught by an inefficient teacher. This holds true irrespective of the degree of similarity or dissimilarity among pupils in terms of their individual capacity for academic success. Rivkin, Hanusheck, and Kain (2005) state that there has been a lack of agreement regarding the exact instructor factors that impact students' academic performance. Researchers have investigated the impact of instructor attributes, such as gender, educational degrees, and teaching experience, on students' academic performance, with diverse results. Akiri and Ugborugbo (2008) discovered a notable correlation between the gender of teachers and the academic performance of students. This contradicts the statement made by Dee, as referenced in Akiri and Ugborugbo (2008). According to Yala and Wanjohi (2011) and Adeyemi (2010), the main factors that determine students' academic success are the teachers' level of experience and educational qualifications. Nevertheless, Ravkin et al (2005) discovered that there was no significant correlation between teachers' teaching experience and educational qualifications and students' achievement. A study conducted by Etsy (2005) in Ghana revealed that the primary teacher-related issues that had a major impact on poor academic performance were many instances of arriving late to school, frequent absences, and an inability to cover the entire syllabus. Oredein and Oloyede (2007) determined that the manner in which teachers handle homework and assignments provided to students significantly affects student progress, particularly when they are thoroughly explained, motivating, corrected, and reviewed during class time, serving as an opportunity for providing feedback to students.

​​​​​​​STATEMENT OF THE PROBLEM

Timely computation and release of academic result has incessantly been an issue of concern not only to students but to the larger academic society. Delay in the release of result reduces the moral of students and overall academic performance. The problem confronting this research is to determine timely release of result and academic performance of students in business education

​​​​​​​OBJECTIVE OF THE STUDY

This study was conducted with the following objectives:

1. To examine the impact of timely release of results on academic performance in business education in College of education Zuba.

2. To appraise the nature of academic results.

3. To identify the benefits obtained from timely release of academic results

RESEARCH HYPOTHESES

HYPOTHESES ONE

Ho: academic performance of students in business education is low

Hi: academic performance of students in business education is high

HYPOTHESES TWO

Ho: The effect of timely release of result on the performance of students is low

Hi: The effect of timely release of result on the performance of students is high

​​​​​​​SIGNIFICANCE OF THE STUDY

It is hoped that the finding of this project work will not only add to the vast knowledge about the research shall highlight the effect of timely release of result on the academic performance of students in business education. It’s also designed to highlight the function of the media and more importantly how social media has impacted the generality of students. It will also be useful to educators and it shall provide a source of information for students, teachers, lecturers, and academicians. 

​​​​​​​SCOPE AND LIMITATION OF THE STUDY

This research focuses on the appraisal of timely release of result and its effect on the performance of students in business education, in the zuba Colllege of education. The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following.

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study. 

1.7 DEFINITION OF TERMS

RESULT DEFINED: Academic result serves as feedback on the assessment of student’s performance on subject or course examination. Feedback that is both affirming and corrective is necessary for people to learn. Defined as information on the results of one's efforts, feedback that is clear, specific and timely motivates students to improve

PERFORMANCE DEFINED: The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed.

ACADEMIC PERFORMANCE: this is the accomplishment of academic task against preset known standards of accuracy, completeness, cost, and speed.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows: Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.