Correlation between entry-route and age on academic performance in Electrical/Electronic Technology Education programs among undergraduate students in Southwest, Nigeria

Abstract This study investigated the correlation between entry-route and age on academic performance in electrical/electronic technology education programs among undergraduate students in Southwest, Nigeria. The study was guided by two research questions. A correlational research design was adopted, and data were collected from 92 students using a structured questionnaire (ERAQ) and official academic records. The instrument was face-validated by three experts. Reliability test of the instrument was done using a test-retest method, and a coefficient of 0.88 was obtained. Descriptive statistics were used to summarize demographic information, while point-biserial correlation was employed to examine the relationships among variables. Findings revealed that 58% of the students’ gained admission through the O’ Level route, while 42% entered with OND, NCE, or other post-secondary qualifications. Additionally, the majority (63%) were aged 20 years and below. Results showed a positive and statistically significant relationship between academic performance and both entry route (r = .841, p < .01) and age at enrolment (r= .879, p < .01). Specifically, students who entered with OND, NCE, and other post-secondary qualifications, as well as those above 20 years of age, performed better academically than their counterparts. The study concludes that prior academic experience and student maturity contribute positively to academic achievement in technical education. Based on the findings, it was recommended that educational policymakers consider differentiated academic support for students based on their entry route and age, and that universities provide targeted interventions to enhance performance, particularly for younger students and those admitted via the O’ Level route. Keyword: Entry-route, Age, Academic performance