PROMPT AND EFFICIENT RELEASE OF RESULTS AND ACADEMIC PERFORMANCE OF STUDENTS IN BUSINESS EDUCATION

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 guidance for improvement, 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 has the potential to inspire students 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' learning progress to relevant individuals, and utilising the results to make enhancements 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. By promptly providing students with feedback and engaging in discussions about wrong responses, teachers are employing one of the most influential indicators of favourable student outcomes. 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 shifted their attention towards providing timely feedback, as outlined in 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 new knowledge. Students want suitable feedback on their performance in order to derive maximum advantage 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 advantages from feedback, it is essential that the feedback be not only provided promptly and regularly, but also offers practical guidance for enhancing performance by addressing three key aspects: identifying strengths, identifying areas for improvement, and providing strategies for making these improvements. Feedback can manifest in several formats, including formative and summative assessments, individual and group evaluations, written feedback, coded remarks, and charts and rubrics outlining key attributes of assignments. While providing comprehensive feedback holds significance, delivering it promptly is of greater importance. 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 2015 publication, Samuel asserted that in order to truly appreciate the exhilaration of success, one must first encounter the disappointment of failure. He argued that we might gain more knowledge from our mistakes than from our triumphs. However, he emphasised that this does not imply that individuals intentionally fail in order to achieve success; such a notion 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 analysing and learning from failure, we can effectively utilise it as an opportunity for growth and transform it from a distressing memory into a circumstance that enriches our life with valuable knowledge and experiences. Humans possess an innate desire for success and accomplishment in their scientific and practical endeavours at all levels. However, it is important to recognise that sustained success cannot be consistently attained, as humans are reliant on their efforts, which occasionally result in failure. Failure should not be regarded 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 means to go towards the highest level of achievement in order to fulfil one's goals and objectives. Indeed, failure is invariably linked to feelings of frustration and dread due to its connection with retribution from others, manifesting as disrespect, reproach, and various forms of punishment, whether physical or moral, such as physical abuse and neglect. The dread of failing, making mistakes, experiencing a lasting sense of guilt, and not making an effort to succeed are all forms of failure in itself.

Education is a crucial endeavour for humanity. It assists any civilization in shaping and moulding individuals to effectively operate within 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 has a crucial function in developing a nation's pool of skilled individuals beyond the primary school level (Achoka, Odebero, Maiyo & Mualuko, 2007). The significant importance of secondary education may somewhat elucidate the Kenyan government's choice to implement cost-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 based on test and examination scores, as determined by 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 simply an indicator of school efficacy, 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 academic performance of students has consistently been a matter of significant concern for the government, educators, parents, and society as a whole. Odhiambo (2005) argues that the Kenyan government and the people are increasingly calling for teacher accountability. Evaluations of schools often rely on students' achievement data (Heck, 2009). Teachers are inherently connected to the schools where they teach and have a direct impact on the academic performance of those institutions. Using standardised exams results of pupils would be a sensible approach to evaluate teachers' effectiveness. 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 classified 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 need of incentivizing instructors who achieve superior outcomes, it is imperative to hold teachers partially accountable when kids exhibit subpar performance. Evidence has substantiated the fact that teachers wield a significant impact on the academic accomplishments of their students. The teacher's role in educational attainment is vital as they are ultimately accountable for implementing legislation, applying principles, and interacting with students during the learning process (Afe, 2001). According to the research conducted by Wright, Horn, and Sanders (1997), the teacher is identified as the primary component that significantly impacts student learning. Teachers serve as the intermediary between the imparting of knowledge, values, and skills in the process of learning. If the instructor is ineffectual, kids under the teacher's guidance will make insufficient academic progress. This holds true irrespective of the degree of similarity or dissimilarity among pupils in terms of their individual ability for academic accomplishment. Rivkin, Hanusheck, and Kain (2005) state that there has been a lack of agreement regarding the precise 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 identified several teacher-related issues that had a substantial impact on low academic attainment. These characteristics included frequent lateness to school, frequent absenteeism, 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 accomplishment, particularly when the tasks are thoroughly described, motivating, assessed, and reviewed during class time, serving as an opportunity for providing feedback to students.

STATEMENT OF THE PROBLEM

The prompt and regular distribution of academic results has consistently been a matter of concern, not only for students but also for the broader academic community. The postponement of the result announcement diminishes students' morale and has a negative impact on their overall academic performance. The objective of this research is to ascertain the prompt dissemination of results and its impact on the academic achievement of students in the field of 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.

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