Effect of Entry Qualifications on Performance in Mathematics Education Program among Undergraduate Students of Ahmadu Bello University Zaria, Nigeria

This study investigates the Effect of Entry Qualifications on Performance among Undergraduate Mathematics Education Students of Ahmadu Bello University, Zaria. One objective, one research question and one null hypothesis were formulated to guide the study. An ex-post factor research design was adopted for the study, the population of the study consist of three hundred and forty-six (346) Undergraduate Mathematics Education students (309 Male and 37 Female) within 2019-2023 academic sessions in Ahmadu Bello University, Zaria, the sample of seventy-two (72) students (65 Male and 7 Female) were selected using stratified random sampling technique, two instruments, student’s confidential files (SCF) and semester examination question papers (SEQP) were employed for data collection. The validity of the instrument (SEQP) was calculated using Lawshe’s Content Validity Ratio (CVR) and were found to be 0.60. The reliability of the instrument SEQP was tested using Cronbach's Alpha and found to be 0.84. The research question was answered using descriptive statistics (mean and standard deviation) while the null hypothesis was tested using one-way analysis of variance (ANOVA) at P≤ 0.05 level of significance. Research findings revealed a significant difference in students’ performance with whom were admitted through NCE preforming better than those admitted through UTME and ODE. Based on the findings, it was recommended that; students with NCE mode of entry should be given more consideration when selecting candidate for admission. Keywords: Mathematics Education, Entry qualification, Performance