Relationship Between Entry Mode and Academic Performance of Social Studies Undergraduates in Tertiary Institutions in Delta State

This study investigated the relationship between entry mode and the academic performance of Social Studies undergraduates in tertiary institutions across Delta State. Guided by four research questions and hypotheses, the researcher employed the ex-post facto design. The target population of 145,870 students admitted into public tertiary institutions in Delta State during the 2022/2023 academic session, from which a sample size of 508 undergraduates was drawn using proportional stratified sampling was used for this study. Data collection was conducted using the Student Performance Assessment Instrument (SPAI), which gave a reliability coefficient of 0.81. The data was analyzed using descriptive statistics, specifically mean and standard deviation, while hypotheses were tested using Analysis of Variance (ANOVA) at 0.05 significance level. The findings revealed significant academic performance disparities based on both institutional affiliation and entry mode. Again, students from Delta State University outperformed their peers from other institutions, emphasizing the impact of institutional support and preparatory programmes. Moreover, pre-degree students exhibited superior academic performance compared to those admitted through pre-NCE and UTME mode, highlighting the efficacy of preparatory programmes in tertiary education. Gender-based performance differences were also observed, with male students, particularly those from the University of Delta, generally outperforming their female counterparts, indicating disparities across different preparatory programmes. The study concludes that admission mode and robust institutional support in enhancing academic outcomes plays a critical role undergraduate performance in social studies. The study recommends that tertiary institutions admitting students into academic programmes such as Social Studies through direct entry, predegree and UTME entry modes should adhere to stipulated admission guidelines, ensuring equitable academic success for all students.