CHAPTER ONE

PAGE 55

CHAPTER ONE

INTRODUCTION Background of the Study

The expectation of every student and his or her sponsor(s) is that he or she graduates at the right time within the specified period of the programme they enrolled for. This expectation will be achieved in line with the laid down rules (policies) that guide the institution for the vision to be achieved. According to Wikipedia (2014), most Colleges of Education and Universities run, along with other levels, the final year exams at the end of a particular academic term, typically a semester, or more traditionally at the end of a complete NCE or Degree course. The purpose of the exam is to make a final review of the topics covered and assessment of each students understanding of the course of study which will serve as a base in achieving the core mission of educational institutions, turning students into educational graduates.

The Registrar, Boston University (2013), explained that the institution expects the candidate to sit for examination on the modules they have enrolled in accordance with the official time-frame. The conduct of the institutions examinations is governed by strict rules set by the college which includes rules on absence from examination, conduct during examination and unfair principles (Boston University Students Handbook, 2013). Alvan Regular NCE/Degree Handbook (2013) made it clear that attendance at lectures, seminars, practicals and examinations is mandatory. It is stated also that no student shall be allowed into a class unless he or she has been properly registered for the course and has his or her name on the official class list for that course. It went further to state eligibility and conditions to be fulfilled by students as follows:

1. No student shall be eligible for any examination unless he or she has fulfilled the relevant conditions laid down in the Academic Regulations.

2. Students who have not reached 75% class attendance in a course shall normally not qualify to take examinations in the course.

3. Lecturers must satisfy themselves that any student appearing for any end of semester examination in any course has the continuous assessment record in that course. It is believed that students that conform with the rules will pass out within the academic time-frame. The issue of college and university students who take too long to graduate or never graduate at all is a problem which needs to be addressed. In recent times, there is huge percentage of under-graduates in tertiary institutions who were not graduating in three or four year programmes even after exhausting their two years of grace. University of Nigeria,Nsukka Calendar (2007-2009) states that for each normal degree/diploma/certificate programme, an extension of not more than 50% (for the nearest whole number) of the normal period shall be allowed for the completion of the programme. The maximum period allowed for the various programmes is illustrated below:Table I: Duration of Academic Programmes

Normal Duration for degree programme 50% allowable to the nearest whole number (in years)Maximum Period (in years)

325

426

Source: University of Nigeria Calendar (2007 2009)

In reality, there could be some students who are not college materials and therefore may not graduate within the time-frame of the programme enrolled for, whereas on the other hand, the administrative system in the institutions may be equally contributing towards the delay in the graduation of good students.

Ekong (2012) opined that students who should have graduated since 2008 are still waiting for their results to be compiled, vetted and their names pasted for National Youth Service Corps (NYSC).The author stated further that students who registered in 2003,2004,2005,2006 and 2007 in UNIUYO who had since finished their academic requirements for graduation are still lingering around as Ubom and Mma Ekpo refused to compile or send their results for vetting and approval.

Also, Opadeyi (2013) observed that it is not easy to understand why a lecturer will not be able to mark examination scripts within two months and submit the marks even after classes have started in a new semester and the students want their grades to move on to other programmes. He went further to state that lecturers are still bent on not keeping the deadline.

Uzoukwu (2014) stated that there is also much corruption in the Nigerian educational system particularly Universities. For instance, lecturers are known to collect money from students in exchange for good grades. Some students say they have to bribe University Administrators in order to have their exam results compiled and submitted to the National Youth Service Corps when required. To buttress the above, Adurokiya (2013) stated that many graduating students have become victims of poor ethics and lax governance standards in tertiary education.Furthermore, even when the results are computed and compiled, to issue statement of result and certificate becomes another problem. As Awuzie (2014) put it, it is distressing that at a time when knowledge has become a crucial economic and political resource globally and when Universities are competitively showcasing their strengths in order to attract international students; Nigerian Universities still mired in the kind of dysfunction whereby graduating students have to wait for several years to receive their certificates.The minimal obligation that institutions owe their students is the timely release of their examination results, as well as, their certificates, which is the legal and authentic evidence that they have successfully completed their programmes.

In the institutions where there is an effective administration system of computation and compilation of results, the maximum period of submission of results for all levels of students to the Registrar/Degree exam unit is four weeks. University of Nigeria, Nsukka Calendar (2007-2009) stipulates that examination results on final year courses shall be submitted to the Registrar/Management Information System unit (MIS) not later than 15 days after the end of the exam and results for non-final year students shall be submitted not later than four weeks from the date the semester examination ends.But, the reverse is the case where people that are charged with the responsibility of marking answer scripts, computing and compiling of students results are insensitive to the plight of untimely graduation of students. The abuse of the process is the epitome of career destruction, and barrier to educational growth. According to Wordpress.com (2012), poor human resources are a major factor in this issue. It is unfortunate to mention that most of the human resources employed are employed on the basis of sentiments and not qualification; also, they are not rated according to their certificates and qualifications as well as interest.Saad (2010) also pointed out that one of the most serious problems in Nigerian institutions is the enormous student population, served by too few academic staff. He further explained that the National Universities Commission (NUC) regulation for staff student ratio is a maximum 1:40, but most Universities have at least 1:100 staff student ratio. It is worthwhile for institutions not to admit more than they can manage, as overworked and overstretched lecturers are unlikely to meet-up with the deadline for marking and submission of scores. The importance of making students results ready within the stipulated time-frame cannot be over-emphasized. Alvan Ikoku Federal College of Education, Owerri, an affiliate to University of Nigeria is dedicated to providing the best of education in a clean and healthy environment. The College believes in promoting the development of the total person through teaching, training and research for the positive change in the society. The institution can achieve its core vision by putting in place the appropriate mechanism for doing it right as it concerns on-time computation and compilation of students results, not withstanding the large student population. This is because the College Council and Management in their magnanimity had employed so many lecturers to aid in the expected recommended team teaching which should drastically reduce academic load.The challenge therefore is finding ways to create effective result management system capable of ensuring that good students will all graduate within the actual academic calendar of their programme.Statement of the Problem

Amongst the strategic goals of every College and University is to have the highest total share of students who complete their studies within the stipulated time and who compare favorably with the best in relation to the demands of labour market.

This can be achieved by creating and sustaining a culture that supports teaching excellence in all academic units, and developing ways to enable management and staff to focus their time on being highly productive in discharging their duties. Above all, strengthen institutional structures that promote on-time graduation of all good students as a foundation for academic and life success.

However, it is a common thing among Nigerian graduates to be parading awaiting results in the labour market. In most Universities and Colleges, only about 31% of final year students graduate within the actual time of the programme they enrolled for. In Alvan Ikoku Federal College of Education, Owerri, it is a decision that marking should be done for six weeks, results presented in Academic Board Meeting before they are sent for moderation. Yet, it seems there is no adherence to the time-frame of computation and compilation of students results. According to 2010/2011 NCE final year enrollment data and graduation output, a total of 2169 students enrolled for final year programme and only 672 or 30.75% of them graduated for the programmes they enrolled for. See table II below Table II. NCE final year enrollment data and graduation output 2010/2011S/NSchools Number Enrolled Number of Passes

MFMF

1.Agric & Vocational Studies 591933270

2.Arts 17242882

3.Education5152232

4.Natural Sciences 1045072887

5.Social Sciences 19569563263

Total 3801789133534

Source: Academic Planning Unit, A.I.F.C.E., Owerri

Also in 2011/2012 session, a total of 1391 students enrolled for N.C.E. final year programmes, and only 436 or 31.33% of them graduated for the programmes they enrolled for. See table IIITable III. NCE final year enrollment data and graduation output 2011/2012S/NSchools Number Enrolled Number of Passes

MFMF

1.Arts32169571

2.Agric & Vocational Studies 40117955

3.Education674218

4.Natural Sciences 54243869

5.Social Sciences 10255421178

Total 234115745391

Source: Academic Planning Unit, A.I.F.C.E., Owerri

Furthermore, the 2012/2013 enrollment and graduation output indicated that 994 students enrolled for NCE final year programme and only 13 of them or 1.8% graduated for the programes they enrolled for. See table IV.

Table IV. NCE final year enrollment data and graduation output 2012/2013S/NSchools Number Enrolled Number of Passes

MFMF

1.Arts2712100

2.Agric & Vocational Studies 28181112

3.Education64200

4.Natural Sciences 2114600

5.Social Sciences 5831400

Total 140804112

Source: Academic Planning Unit, A.I.F.C.E., OwerriRealistically, there could be some students who are not College materials and therefore may not graduate within the period of the programme enrolled for, whereas on the other hand, the administrative system in the Alvan Ikoku Federal College of Education, Owerri may be equally contributing towards the delay in the graduation of good students as a result of delay in computation and compilation of their results.The problem here is whether the goals of the institutions and the expectations of students and their sponsors to graduate within the stipulated academic calendar are being achieved.Purpose of the Study

The main purpose of this study will be to determine the perceived causes of delay in computation and compilation of students result in Alvan Ikoku Federal College of Education, Owerri.

Objectives of the Study

Specifically, this study will find out;

i. Whether the examination process is a perceived cause of delay in the computation and compilation of students results.ii. Whether the administrative procedure is a perceived cause of delay in the computation and compilation of students results.iii. Whether the population of students vis--vis the student-teacher ratio is the perceived cause of delay in the computation and compilation of students results.iv. Whether the attitude of staff is a perceived cause of delay in the process of computing and compilation of students result in Alvan Ikoku Federal College of Education Owerri.

Research Questions

1. How does the examination process contribute to the delay in computation and compilation of students result?

2. How does the administrative procedure contribute to the untimely computation and compilation of students result?

3. How does the population of students vis--vis the student-teacher ratio contribute to the delay in computation and compilation of students result?4. How does the attitude of staff contribute to the delay in computation and compilation of students results?

Scope/Delimitation of the Study

The study will focus on the perceived causes of delay in the computation and compilation of students result with particular reference to Alvan Ikoku Federal College of Education, Owerri. The work will look at whether the examination process, administrative procedure, population of students vis--vis student-teacher ratio and attitude of staff are causes of delay in computation and compilation of students results. Significance of the Study

Certainly, educational research will help to solve educational problems. The driving force behind this study is the general feeling expressed on the delay in graduation of good students as a result of administrative system issues.

The outcome of this study will be of the following benefits:

1.The findings of this study will therefore be of benefit to management of Alvan Ikoku Federal College of Education, Owerri and other educational institutions that are faced with such challenges to address the problem of delay in computation and compilation of students results. 2.It will provide a yardstick for effective and efficient examination process.

3.The outcome of the study will as well provide a model of administrative procedure (system) that will eliminate the bottlenecks in the computation and compilation process of students results.

4.The result of the study will equally stimulate management to plan ahead to meet-up with the challenges of surging population of students vis--vis staff-students ratio.5.Furthermore, the findings will provide information that will positively re-shape the attitudes of those involved in the process of computation and compilation of students results.

6.Finally, it will serve as a reference to those that want to carry out research work on related topics.

CHAPTER TWOLITERATURE REVIEW

A review of related literature was done under the following headings: Conceptual FrameworkConcept of Perception

Concept of Causes (factors)

Concept of computation of students results

Concept of compilation of students results The role of Academic Advising in the computation and compilation of students resultsStaff-Student ratio and delay in computation and compilation of students results Institutional Administration and the challenges of delay in computation and compilation of students results

Theoretical Framework

Contingency Leadership Theory Functionalist Attitude Theory80/20 rule Workload Theory Empirical Framework Summary of Literature Review Concept of Perception

According to Wikipedia Atom Feed (2014), perception (from the Latin perception, percipio) is the organization, identification and interpretation of sensory information in order to represent and understand the environment. All perception involves signals in the nervous system, which in turn result from physical or chemical stimulation of the sense organs. For example, vision involves light striking the retina of the eye, smell is mediated by odor molecules, and hearing involves pressure waves. Perception is not passive receipt of these signals but is shaped by learning, memory, expectation and attention.

Dictionary.com (2010) defined perception as the act or faculty of perceiving or apprehending by means of the senses or the mind. Perception is the process of attaining awareness or understanding of sensory information. It can also be explained as how a person feels towards something.

Perception is our sensory experience of the world around us and involves both the recognition of environmental stimuli and actions in response to these stimuli. Through the perceptual process, we can gain information about properties and elements of the environment that are critical to our survival. It not only creates our experience of the world around us, it allows us to act within our environment (Merriam-Webster Inc. 2014).Perception includes the following senesces, touch, sight, taste smell and taste. It also includes what is known as proprioception, a set of senses involving the ability to detect change in the body positions and movements. It as well involves the cognitive process required to process information.

Cherry (2013) opines that the perceptual process allows us to experience the world around us, take a moment to think of all the things we perceive on a daily basis. At any given moment, we might see familiar objects in our environment; feel the touch of objects etc. All of these things help make up our conscious experience and allow us to interact with the people and objects around us.

According to Alan and Gary (2011), there are three components to perception:

1.The perceiver, the person who becomes aware about something and comes to a final understanding. There are three factors that can influence his or her perception: experience, motivational state and emotional state. The perceiver will react to or perceive something in different ways. Also in different situations, he or she might employ a perceptual defense where they tend to see what they want to see.

2.The target. This is the person who is being perceived or judged. Ambiguity or recall of information about a target leads to a greater need for interpretation and addition.

3.The situation also greatly influences perceptions because different situations may call for additional information about the target.

Bruner (2002) has developed a model of perception. According to him, people go through the following processes to form opinions:

a.When we encounter an unfamiliar target, we are open to different informational cues and want to learn more about the target.

b.In the second step, we try to collect more information about some familiar cues which help us categorize the target.

c.At this stage, the cues became less open and selective. We try to search for more cues that confirm the categorization of the target. We also actively ignore and even distort cues that violate our initial perceptions. Our perception become more selective and we finally paint a consistent picture of the target.

Causes (Factors)

According to Wikipedia Atom Feed (2014), causes or causality is the relationship between one event and another.

Dictionary.com explained causes as a person or thing that acts, happens, or exists in such a way that some specific thing happens as a result, the producer of an effect, something that brings about an effect or result, a reason for an action.

It is the relation between an event (the cause) and a second event (the effect), where the second event is understood as a physical consequence of the first. The word cause is also used to mean explanation or answer to a why question.

According to Stanford Encyclopedia (2012), inquiry into nature consisted in a search for the causes of each thing; why each thing comes into existence, why it goes out of existence, why it exist. Causes in this context are those factors or valuables which can increase, motivate or contribute towards the delay in computation and compilation of students results in Alvan Ikoku Federal College of Education, Owerri.

Computation of students results

According to Association for Computing Machinery (ACM), computation is finding an answer by using mathematics or logic.

Wikipedia Atom Feed (2014) sees computation as a general term for any type of information processing that can be represented mathematically. This includes phenomena ranging from simple calculators to human thinking. It is a well-defined model that is understood and can be expressed in an algorithm, protocol, network topology etc.

Dictionary.com defined computation as an act, process or method of calculation, to determine by using a computer or calculation. You can use a computer to do computation, but you can also do computation yourself when you add, subtract, multiply etc.

According to the Free Dictionary, it is the act of calculating to eliminate errors or to include additional. Computation has the following senses:

i. The procedure of calculating, determining something by mathematical or logical method, problem solving that involves numbers or quantities.

ii. It is a process, a particular course of action intended to achieve a result. Computation of students results involves any act, process, or method of calculation, to determine by using a computer or calculator in preparing students results. In processing the information generated from students answer scripts, computer can be used to do computation, but computation can be done using calculator when you add, subtract, multiply etc. to achieve results.

The process of computation of students result starts with the lecturers who does the marking of answer scripts as a final review of topics covered and assessment of each students understanding of the course of study. Agcas (2014) identified the role of lecturers to include but not limited to setting and marking examination scripts.

According to Alvan Ikoku Federal College of Education Academic Advising Handbook (2014), lecturers shall normally mark all scripts for his or her courses and determine the grades to be awarded to each student. Examination attendance list, scripts and results shall be forwarded by the lecturer to the Head of Department immediately the scripts are marked and results are produced.The scripts move from the exam supervisor to HODs office, then to the lecturer in charge of the course for marking. After grading, the scripts/results are submitted to the HOD who prepares the result spreads sheet for Departmental Courses only. A copy the result spread sheet each is sent to the Exam Officer and Academic Adviser. The Head of Department reconciles result spreadsheet with both Department Exam Officer and Academic Advisers. Thereafter, Departmental Board Meeting is held to approve result. Copies of the result spreadsheet are sent to the deans for vetting at the school level, then back to the Head of Departments, and then forwarded to the Degree Unit for the Academic Board Meeting.MOVEMENT OF SCRIPTS/RESULTS

(INTERNAL MODERATION)Exam Supervisor (Scripts)

Head of Departments Office (Scripts)

Lecturers (Scripts)

Head of Departments Office (Results)

HODs Office

(Result Spreadsheet, Departmental Courses Only)

Deans Office

Degree Unit

Source: Academic Advising Handbook A.I.F.C.E. (2014). Compilation of students results

Compilation is the act of collecting information from various sources and arrange it in a book, report, or list; it is a collection of separate things.Dictionary of Collective Nouns and Group Terms, (2008) defined compilation as selection, assembly, and graphic presentation of all relevant information required for the preparation of a map or chart. Such information may be derived from other maps or charts or from other sources.

According to Collins English Dictionary (2003), compilation is heaping or piling together, an accumulation, a literary work compiled or put together from various sources.Wikipedia Atom Feed (2014) stated that compilation may refer to:

a.In computer programming, the translation of source code into object code by a compiler.

b.The act of compiling or putting together something such as a set of data, report or an anthology, that is compiled.

Compilation of students results is the process and act of collecting, sorting, aggregating, arranging, assembling and presentation of all relevant information (data) required for the graduation or passing out of the student for the programe he or she enrolled for. The end product of compilation of students results in Universities and Colleges is the award of Degree or NCE Certificates to successful graduates. Compilation of results begins after the external examiner has concluded moderating the papers. According to University of Nigeria Calendar (2007), Final Year scripts shall be submitted after moderation by the external examiner to the Department/Faculty Board of Examiners for final determination. The procedure for processing and publication of results for final year students are as follows:

i. Final year scripts shall be submitted after moderation by the external examiner to the Department/Faculty Board of Examiners for final determination.

ii. Examination results on final year courses shall be submitted to the Registrar/Management Information System Unit (MIS) not later than 15 days after the end of the examination.

iii. For any final year course whose examination results have not been forwarded within 15 days stipulated (ii) above, the list of such courses and the name of the lecturers who teach the courses shall be forwarded to the Vice Chancellor by the Head of Department through the Dean of faculty.

iv. The Vice Chancellor shall be required to discipline the defaulting lecturer[s] of the courses whose results were not forwarded within the stipulated time.

v. Heads of Department/Deans of Faculty shall make adequate arrangement to ensure that all external examiners are invited on time for the moderation of final year examinations. Any difficulty which would vitiate the arrangement shall be reported in good time to the relevant authority and arrangements shall be made to solve the problem.

vi. The examination results of non-final year courses which are taken by final year students shall be submitted within 15 days as stipulated in (ii) above.

vii. Any final year student taking a non-final year course which he or she duly registered shall have to mark boldly on his or her script final year. This will enable his or her script to be identified, marked and submitted as stipulated in (ii) above.

viii. Examination attendance list, scripts and results shall be submitted to the Heads of Departments immediately the scripts are marked and results produced.

ix. Final year students shall be notified of the results of his or her final year semester examination if the Registrar on the advice of the Bursar/ accredited authority certifies that he or she owes the university.

The Alvan Anti-corruption and Transparency Monitoring Unit (2014) further explained that compilation of students results starts from movement of moderated result from the office of the Dean, School of Education through the exam officer, School of Education through Departmental Exam officers to the Head of Departments office. The original copies of moderated result are sent to Degree Unit while the Department retains photocopies. Meanwhile, the Academic Adviser helps the HOD to collate results taken by their students in other Departments (e.g. Education, computer science, General Studies).

Now, the HOD includes moderated results from other Departments in the spreadsheet. The HOD reconciles all with Departmental Exam Officer, Academic Advisers, and Result Officers to determine the Cumulative Grade Point Average (GPA) of students. However, final reconciliation of results will be done by the Departmental Exam Officer, Academic Advisers and Departmental Result Officers in conjunction with the Degree Unit (Worksheet) in the presence of Academic Planning Unit to confirm the CGPA of students. Copies of the students result spreadsheet are sent to the Deans Office.

MOVEMENT OF MODERATED RESULTSEXTERNAL MODERATION

Dean, School of Education

Exam Officer, School of Education

Departmental Exam Officers

Head of Departments Office (Results)

(Result Spreadsheet, Departmental Courses Only)

Source: Academic Advising Handbook for Degree Programme (A.I.F.C.E)

Efficient and effective processing, storage of and retrieval of students results require a modem Database System/Management Information System (MIS). According to Rob and Coronel (2007), a database is a shared, integrated computer structure that stores a collection of end-user data (raw facts of interest to the user) and data about data (metadata) through which the end-user data are integrated and managed.

Hoffer and Prescott (2009) opined that the world has become a very complex place. The advantage goes to people and organizations/ institutions that collect, manage, and integrate information effectively. In this information and knowledge age, production of accurate and timely information is the key to decision making and bedrock of knowledge. The body of information and facts about a specific task implies familiarity, awareness, and understanding of information as it applies to an environment.

Modern computation and compilation system provides timely and useful information that produces accurate students results. Such data must be generated properly and it must be stored in a format that is easy to access and process. Like any basic resource, the data environment must be managed carefully.

Rob and Coronel (2007), went further to explain that given the role that data plays --- data management is a core activity for any business, educational institutions, government agencies, and other service organizations. Therefore, generation of information from marking of answer scripts, computation and compilation of scores, storage and retrieval of students results is a core activity for academic and non-academic staff of Universities and Colleges of Education.

In the University of Nigeria, Nsukka, final compilation of students results takes place at the Management Information System. Moderated examination results on final year courses shall be submitted to the Registrar/Management Information System Unit (MIS) (University of Nigeria Calendar 2007-2009).

Alvan Ikoku Federal College of Education, Owerri, needs to introduce Management Information System to reduce the difficulties being encountered in data collection, processing, storage and retrieval of students results. Development of a viable compilation system will help to maximize effective use of resources, assist management and indeed operating personnel to produce timely and accurate information, not only to plan and control present and future operations, but also pinpoint potential problems that need to be rectified. According to National Universities Commission (NUC), Management Information System (MIS) will help institutions to achieve the following:

i. Collecting and storing of data on students, staff and financial matters.

ii. Processing such data and producing reports and statistical information for use by various Units/Departments and other agencies.

iii. Working in collaboration with the University/College Academic Planning Departments, the Registry, the Bursary and faculties for accurate and timely production of the above.

iv. Training relevant staff on the operation of the management information system whenever the need arises.

Effective database system is meant to cover a student entire life in the campus from entry up to and including graduation.Role of Academic Advising in the Computation and Compilation of Students ResultsAs institutions today focus on programs that support and enhance the academic success and persistence to graduation of their students, it becomes even more imperative that we evaluate and assess our academic advising programs in order to ensure that students are receiving the highest quality academic advising learning experiences possible.Academic advising is all about academic staff directing students assigned to them on the nitty-gritty of academic regulations and activities from their first year until they graduate from the University/College. The idea is to help direct he students to do the right things according to the stipulations of the institutions regulations so that they can graduate at the target time without having any hitches.

Nwoke (2014) sees Academic Advising as the comprehensive tutoring and mentoring of students from entrance to graduation from the institution. A Class or Course Adviser takes charge of the students academic records from year one to final year. Academic advising is shown to be more successful when advisors hold face-to-face appointments with their advisees, particularly with topics like future classes, and careers. Face to face make advising more meaningful for the students. According to the National Academic Advising Association, (2013) academic advising is a series of intentional interactions with a curriculum, pedagogy and a set of student learning outcomes. Academic advising synthesizes and contextualizes students educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and time frames.The history of academic advising has been traced by Harrison (2004), back to 1841 at Kenyon College. At that time, the college required students to choose a faculty member to be their advisor. The faculty member would then help the student determine what courses they needed to take in order to graduate.

Of significance to the profession of academic advising are the standards and guidelines for academic advising that have been developed by the Council for the Advancement of Standards in Higher Education (CAS) and endorsed by the National Advising Association (NACADA). These standards respond to real-time students needs, the requirements of sound pedagogy and effective management of visions and missions. It also has a major impact and growth potentials as institutional effectiveness, student learning, outcome assessment, accountability, and quality assurance continues to increase in the higher education community.The standards and guidelines according to CAS (2009) include: i. Assess relevant and desirable student learning and development.

ii. Provide evidence of impact on outcomes.

iii. Articulate contributions to or support of student learning and development in the domains not specifically assessed.

iv. Use evidence gathered through this process to create strategies for improvement of programs and services.

Academic Advising Programs (2012) outlined the following as functions of academic advisors:

i. That advisors must assist students to understand the educational context within which they are enrolled.

ii. Advisors must evaluate and monitor student academic progress and the impact on achievement of goals.

iii. Privacy and freedom from visual and auditory distractions must be considered in designing appropriates. The design of the facilities must guarantee the security and privacy of records and ensure the confidentiality of sensitive information. Staff members must have workspace that is well-equipped, adequate in size, and designed to support the work and responsibilities. For conversations requiring privacy, staff members must have access to a private space.

Academic Advising Program guidelines provide the general standard which includes:

The ultimate responsibility for making decisions about educational plans and the goals should rest with the individual student.

Academic Advising Program should provide information about student experiences and concerns regarding their academic program to appropriate decision makers.

Academic Advising Program should make available to academic advisors all pertinent research (e.g. about students, the academic advising program, and perceptions of the institution). These standards are used for designing of new programs and services, for determining the efficacy of programs for staff development or for programmatic assessment as a part of an institutional self-study.

Academic Advising contributes immensely to the timely computation and compilation of students results and graduation of students within the academic time-frame of the program enrolled for. According to Wikipedia (2014), participation in academic advising has been shown to increase student satisfaction and mitigate students feeling of isolation or disconnection from the institution.

Astin (1993) determined that the persistence or retention rate of students is greatly affected by the level and quality of their interactions with peers as well as faculty and staff. Tinto (1987) indicates that the factors in students dropping or stopping out include academic difficulty, adjustment problems, lack of clear academic and career goals, uncertainty, lack of commitment, poor integration with the college community, incongruence, and isolation.

Noel, Levitz and Saluri (1985) stated that it is the people who come face-to-face with students on a regular basis who provide the positive growth experiences for students that enable them to identify their goals and talents and learn how to put them to use. The caring attitude of college personnel is viewed as the most potent retention force on a campus.

A class or course adviser takes charge of the students academic records from year one to final year. The stages of advice according to Nwoke (2014) are as follows:

i. The admitted students of a particular session are assigned a course adviser who clears them for registration, give them the list of courses for the semester and guides them through the institutions rules and regulations.

ii. The adviser has a duty of talking to the students on regular basis, advising them on how to follow their studies and giving them the required confidence to face their examinations.

iii. The course adviser receives and collates the students results, records them in spreadsheet format, makes the results available to the students in good time and advises each of them on how to improve or consolidate on the results.

iv. The course adviser is a counselor, a confidant, a role model and a father to the students and be ready to give listening ears to their problems. An open door policy should be maintained and equal treatment should be meted to all. A course adviser should have a telephone or e-mail directory through which students can be contacted when necessary.

For Alvan Ikoku Federal College of Education, Owerri to tackle the challenges of delay in computation and compilation of students results, management should look inwards to set up effective and competent structure of academic advisers to help direct the students to do the right things according to the stipulations of the institutions regulations so that they can graduate at the target time without having any hitches.

The Issue of Missing Scripts and its Effect on Computation and Compilation of Students Results

The issue of missing exam scripts is one out of many vices that are ravaging the education sector in Nigeria today. It is a growing cankerworm which has left in its trail, untold frustration and shattered many destinies because of the delay in computing and compiling students results. According to Samaila (2014), missing of examination scripts is one out of many vices affecting the moral of students in tertiary institutions in Nigeria. It is a growing phenomenon thaot is causing untold hardship and frustration to many students and indeed shattering their destinies.

Attah (2014) observed that missing scripts happen sometimes as a result of inadequate attention by lecturers, especially those handling a large class. Attah went further to reveal that some times, lecturers use it as a punitive measure against those who did not write class assignments before exams or those who did not buy the lecturers personal textbooks. Such lecturers openly tell the students plainly that anyone that does not buy their textbooks or submit their assignments should not expect to see any result at the end of the exams.

Other reasons according to Attah (2014) that can lead to missing scripts are:

i. Scripts can get missing as a result of inordinate quest of the teacher. Some lecturers who get involved in sorting also use missing scripts to punish those who refused to comply.ii. Missing scripts has also been attributed to the problem of sexual harassment especially ladies. Some lecturers had sworn that no lady in their department would resist their advances and go scot-free.

iii. There are also instances that are not intentional but rather caused by inattentiveness of lecturers concerned. The effect of this kind of carelessness has been missing scripts as a result of omission during scoring of marks on the result sheet.

iv. There could be accidental folding of two scripts in one leading to the loss of the hidden one. Computation and compilation of students results begin with marks generated from marked answers scripts. When scripts are missing, students results will not only be delayed but will prolong the chances of such student from graduating from the institution. It is necessary for institution of higher learning to put up a mechanism to monitor the activities of lecturers to reduce the incidences of missing scripts and delay of graduation of students.

Staff Student Ratio and Delay in Computation and Compilation of Students Results

An institutions student-staff ratio is the student-to-staff ratio (SSR) and a measure of the staffing levels at the institution in relations to how many students it has. The ratio is calculated, broadly, by dividing the number of students by the number of staff, but in a way designed to take account of different patterns of staff employment in various departments and subject mix.

According to The British Higher Education Statistics Agency (2014), the student-staff ratio (SSR) is designed to show the total number of students per member of academic teaching staff. It is calculated using the student and staff full time equivalent figures. Staff-student ratio is one of the key indicators of the quantity of the student learning experience, as well as a significant measure for accreditation of courses in the universities and college.

Wikipedia (2014) explained that student-staff ratio is the number of students who attend a school or university divided by the number of teachers in the institution. For example, a student teacher ratio of 10:1 indicates that there are 10 students for every one teacher. Smaller classes are widely believed to benefit all students because of individual attention from teachers, and low-attending students are seen to benefit more where the content level is more challenging.

Students in large classes drift off task because of too much instruction from the teacher to the whole class instead of individual attention, and low-attaining students are most affected. Furthermore, classes with too many students are often disrupting to education. Also, too many students in a class results in a diverse field of students, with varying degrees of learning ability.

According to University and College Union (2012), as the student numbers increases, institutions must continue to invest in staff to maintain the quality of the student learning experience by ensuring that their staff-student ratio genuinely reflects the level of access to teachers.

Hunt (2012) opined that staff-student ratio is an influential measure of how much access students will have to academic staff. It affects the decisions of students to choose courses, and as well influence the decisions of government and accrediting bodies.

Saad (2010), stated that the National Universities Commission provided for a maximum of staff-student ratio of 1:40, but most institutions in Nigeria have at least 1:100 faculty-student ratio. In humanities and social sciences courses, classes with at least 400 students are common place and this contributes in the delay of computation and compilation of student results.

Alechenu (2012) revealed that there is great disparity between teaching staff to student ratio in Nigerian Universities and their counterparts elsewhere in the world. According to him, the ratio of teaching staff to students in some selected institutions is as follows:

1. National Open University of Nigeria 1:363

2. University of Abuja

-

1:144

3. Lagos State University

-

1:144

In contrast:

i. Harvard University

-

1:4

ii. Massachusetts Institute of Technology-

1:9

iii. Cambridge University

-

1:3

Yakubu (2012) noted that teaching staff distribution in the country both by qualification and by rank indicates that Nigerias University system is in crises of manpower. Over 1000 students now get packed in lecture halls that were meant for less than 150 students in a number of universities in the country while over 400 students barge themselves into a laboratory originally designed for 75 students (Committee on Needs Assessment of Nigerian Public Universities, 2012).

It is already established that the lesser the number of students a teachers handles, the lesser the workload for the teacher. On-time computation and compilation of students is greatly hampered by the number of student a teacher can teach or mange at a time. Overworked and over stressed lecturer can not put in his or her best both in the teaching process and assessment of the students understanding of courses covered.

For Alvan Ikoku Federal College of Education, Owerri and other tertiary institutions to tackle the challenges of delay in computation and compilation of students results, there is need to revisit staff-student ratio to be in line with the National Universities Commission and National Commission for College of Education. Institutional Administration and the Challenges of Delay in Computation and Compilation of Students Results

Every organization has a sense of purpose of what it intend to achieve. Plans or actions need to be developed to put the purpose into practice. Effective management and control is paramount to achieving the set goals and objectives of the institution.

The primary focus of every educational institution is to provide quality education for the students success and relevance to the society. For this to be achieved, the work of the lecturers and non-academic staff must be harmonized. According to Mwanse (2003), the tasks of co-coordinating and harmonizing them are the responsibility of the registrar (school administrator). The tasks require varied skills, if he or she is to do the job well. A successful institution requires two things:

(a)Good Administration and

(b)Effective Management.Whatever the kind of organization one considers, administration involves certain common processes and principles. When these principles and processes are effectively applied, the task of coordinating the various human and materials resources becomes easy. An administrator is one who manages or directs an institution, especially government, school or college etc. (Free Dictionary.com 2000). It comes into play when two or more people are involved in collective activity.

Institute of Administrative Management (2014) explained that administration is the management of an office, business, or organization. It involves the efficient organization of people, information, and other resources to achieve organizational objectives. Administration tries to drive the behavior of people towards set objectives. It refers to the interpretation and implementation of the policy that governs an institution.

Mwanse (2003) further explained that administration is the everyday job of the manager which include holding together the institution, making progress towards set objectives and getting things done. The administrator is a planner and organizer who seek to carry out plans to operate within a framework of rules, policies and procedures established for the organizational leadership. It involves the styles in which managers manage and how best the people in the organization can be led and directed.

In educational administration, the emphasis is on the mobilization of the efforts of a number of people (lecturers and non-academic staff) towards the achievement of a common goal. According to Agcas (2014) education administrators organize and manage the administration, support systems and activities that enable the effective running of an educational institution.

Dictionary.com (2014) sums up this by asserting that educational administration refers to the group of individuals who are in charge of creating and those in leadership positions who complete important tasks. An example is the act of the registrar in the University or College managing the faculty and staff and employing the rules of the school system. The administration of an institution represents its interest and it is invested with the necessary rights to fulfill the duties it is charged with.

For the interest, goals and objectives of educational interest to be achieved, it requires good effective management and administrative system, and excellent decision making process.

According to Mackenzie (1969) management process begins with three basic elements with which a registrar of an institution deals: ideas, things and people. Management of these three elements in directly related to conceptual thinking (ideas), administration and leadership. Mackenzie further stated that problem analysis, decision making, and communication are key function of a manager and are important at all times and in all aspect of administrative job. Other function include planning, organizing, staffing, directing and control. Planning: Management planning is the process of assessing an institutions goals and creating a realistic, detailed plan of action for meeting those goals.

McQuerrey (2012) stated that the basic steps in the administrative planning process involves creating a road map that outlines each task the institution must accomplish to meet its overall objectives. Administrative planning process should include a strategy for evaluating the progress towards goal completion throughout an established time period. One way to do this is through requesting a periodic report from departmental heads. Management should consider the abilities of staff members and the time necessary to realistically complete assignments. Organizing: Organizing entails establishing formal functions that are required to carry out the duties as planned. According to Mwanse (2003) the registrar need to identify different roles and ensure that he or she assigns the right amount of employees to carry out the plan. The administrator also need to delegate authority, assign work, and provide direction for employees to work towards achieving targets. Staffing: This involves recruiting and training the staff that will perform the duties, to ensure that the result actually measures up to the established standards.Leading: This goes beyond simply managing tasks; rather, it involves communicating, motivating, inspiring, and encouraging employees (both academic and non-academic staff) towards a higher level of productivity and achievement of set objectives.

Hartzell (2012) observed that employees will follow the direction of an administrator because they have to, but an employee will voluntarily follow the directions of a leader because they believe in who he or she is as a person, what he or she stands for, and for the manner in which they are inspired by the leader.Controlling: Once a plan has been carried out, the registrar evaluates the results against the goals. If a goal is not being met, the administrator must also take other necessary corrective actions to continue to work towards that goal.

It is therefore necessary for the management of the College to carry out proper planning, organizing, staffing, leading and control to make sure that students results are made available within the time frame of the programs they enrolled for. Theoretical Framework of the Study

The following theories were used to back-up the literature reviewed as they elated to the topic.

1. Contingency leadership theory

2. Functionalist theory of attitude formation and changes.

3. 80/20 rule workload theory.

Contingency Leadership Theory

Contingency theory is a class of behavioral theory that believes that there is no best way to organize a corporation, to lead an institution, or to make decisions. Instead, the optimal course of action is contingent (dependent) upon the internal or external situation. A contingent leader effectively applies their style of leadership to the right situation. It is the result of two factors- leadership style and situational favorableness or situational control.

Identifying leadership style is the first step in using the model. Fiedler (1997) believed that leadership style in fixed, and it can be measured using a scale he developed called Least Preferred Co-worker (LPC) scale.

Leaders prioritize between task-focus and people focus. Relationships, power and task structure are the three key factors that drive effective style. The scale are used for leaders by asking them first to think of a person with which they worked that they would like least to work with again, and then to score the person on a range of scales between positive factor (friendly, helpful, cheerful etc) and negative factors (unfriendly, unhelpful, gloomy etc). A high LPC leader generally scores the other person as positive and a low LPC leader scores them as negative.

High LPC leaders tend to have close and positive relationships and act in a supportive way, even prioritizing the relationship before the task. Low LPC leaders put the task first and will turn to relationships only when they are satisfied with how the work is going.

Three factors are then identified about the leader member and the task as follows:

1. Leader-Member Relations: The extent to which the leader has the support and loyalties of follows and relations with them are friendly and co-operative.

2. Task structure: The extent, to which tasks are standardized, documented and controlled. Tasks where the team and leader have little knowledge of how to achieve them are unfavorable.

3. Leaders Position-Power: The extent to which the leader has authority to assess followers performance and give reward or punishment. The more power you have, the more favorable your situation.

The best LPC approach depends on a combination of these three. Generally, a high LPC approach is best when leadermember relations are poor, except when the task is unstructured and the leader is weak in which a low LPC style is better.

Table v. Least-Preferred Co-Worker (LPC) ScaleS/NLeader-Member Relations Task

Structure Leaders position-

power Most effective

Leader

1.Good Structured Strong Low LPC

2.Good Structured Weak Low LPC

3.Good unstructured Strong Low LPC

4.GoodunstructuredWeak High LPC

5.Poor Structured Strong High LPC

6.PoorStructured Weak High LPC

7.Poor unstructured Strong High LPC

8.PoorunstructuredWeak Low LPC

Source: Changingminds.org>disciplines> leadership theories

Applying the Fieldler contingency model in Alvan Ikoku Federal College of Education to solve the problem of delay in computation and compilation of students results, the following steps should be considered:

i. Identify your leadership style. Think about the person who you have least enjoyed working with, either now or in the past. Rate your experience with this person in table v

ii. Identify your situation by answering these questions.

Are leadermember relations good or poor?

Is the task you are doing structured or is it more unstructured, or do you have little experience of solving similar problems?

Do you have strong or weak power over your team?

iii. Determine the most effective leadership style.

Functionalist Attitude Theory

Mcleod (2014) looked into Katz proposed functionalist theory of attitudes. He believed that attitudes are determined by the functions they serve. People hold certain attitudes because these attitudes help them achieve their basic goals. Katz distinguishes four types of psychological functions that attitudes meet.

(a) Instrumental: Favorable attitudes are developed towards things that aid or reward us. Human beings want to maximum rewards and minimize punishment for breaking the law or rule. According to Katz, we develop attitudes that help us meet this goal. Man is likely to change his attitude if doing so will allows him to fulfill his goals or avoid undesirable consequences.

(b) Knowledge: Attitudes provide meaningful, structured environment. Human beings seek some of order, clarity, and stability in our personal frame of relevance. Attitudes help supply us with standards of evaluation, through such attitudes as stereotypes, we can bring order and clarity to the complexities of human life.

(c) Value-expressive: It expresses basic values, reinforce self-image. For example, if you worked under a leader that believes in doing it right, you can reinforce that image by adopting your boss beliefs and values.

(d) Ego-defense: Some attitudes serve to protect us from acknowledging basic truths about ourselves or the harsh realities of life. They serve as defense mechanisms. For example, those with feelings of inferiority may develop attitude of superiority.

An attitude changes when it no longer serves its functions and the individual feels blocked or frustrated. Attitude change can be achieved by changing the persons underlying motivational and personality needs.

80/20 Rule Workload Theory

Undertaking workload theory can help both employers and employees make best use of their limited time and resources. Managers, time management consultants always use statements like work smarter, not harder, manage your time wisely, keep to a to do list etc.

According to Chinn (2013), Juran 80/20 Rule states that 20 percent of work requires 80 percent of time, which he called the vital few and the trivial many. The tasks in the 20 percent, or vital few, make up 80 percent of the results. When applied to workload and time management, this means that workers must list and prioritize their work, then focus their time and efforts on the vital 20 percent of this work.

This theory will help the staff of Alvan Ikoku Federal College of Education, Owerri, to prioritize their work schedule and manage their work schedule and time effectively to avoid the delay in computation and compilation of students results.Review of Empirical Study

In the empirical study, Ewurum, Emeka and Echerue (2003) carried out a research on obstruction of academic program as part of examination process that contributes to the delay in computation and compilation of students results. The purpose of the study was to find out the relevant issues concerning the causes of strike actions by lecturers and its impact on students in tertiary institutions. The survey design was used in carrying out the study. The area of study was Alvan Ikoku Federal College of Education, Owerri. Data was collected through the use of questionnaire. The researchers used a sample of 350 respondents which was a representation of students and staff of various schools that made up the academic discipline in the institution. The simple random sampling technique was used to select the sample. Simple percentage was also used for analysis of the data. The study found out among others that lecturers demand for improvement in their condition of service, payment of salary arrears are the causes of strike actions in tertiary institutions. Course content not covered and delay in computing and compiling students results are some of the effect of strike actions on students. Based on the findings, the following recommendations among others were made: government should immediately pay lecturers and other staff their salary arrears. Lecturers should embrace dialogue in resolving dispute with government.

Also Ibe and Nnorom (2008) carried a survey on the effectiveness of management and administrative practices in tertiary institutions in Imo state. It was aimed at finding out how education is managed and administered in Imo state tertiary institutions. The area of study was tertiary institutions in Imo state where 300 students were selected from 5 tertiary institution through random sampling technique. Descriptive statistics of frequency and percentage was used for data analysis. From the study, it was found out that most college administrators does not apply the rules and policies that guides tertiary institutions, and that there were no sanctions on those who do not adhere to rules and policies of institutions of higher learning. The study recommends that educational management and administration should be introduced in all tertiary institutions in Nigeria. Government and educational boards should organize seminars and symposiums for workers in tertiary institutions from time to time. That Nigerian institutions should be provided with adequate funds to be able to carry out administrative work effectively.

Schwartz, Schmitt and Lose (2012) as well carried out a study on the effects of teacher-student ratio. This study used a randomized experimental design to examine the relationship between teacher-student ratio and literacy learning outcomes. Eighty-five teachers working with 170 students, each taught in a 1:1 and a small group instructional format with teacher-student ratios of 1:2, 1:3 or 1:5. The at-risk students were assessed at pretest and posttest with the six subtests of an observation survey of early literacy achievement, the Slossan Oral Reading Test Revised (Sort-R) and two spelling measures. It was found out that the 1:1 instruction yielded significantly higher outcomes than the combined small group conditions on eight of the nine measures. The small group conditions did not differ significantly from one another, but a trend analysis indicated a reduction of literacy performance as group size increased. The attitude at work place can make or break ones career. When bad attitude is copped at work, it can infect co-workers either positively or negatively. Negative attitudes, just like positive ones have a direct effect on workers productivity and a companys bottom line. Gallup (1997) conducted surveys polling more than 3 million workers about engagement. In its results, three types of workers have been identified; engaged, not engaged and activity disengaged. The engaged employees the ones with positive mindsets are the builders. The not-engaged workers are neutral, neither positive nor negative, while the activity disengaged workers are considered by Gallup as the cave dwellers. These cave dwellers with their negative attitudes thrive on being past of the problem instead of helping find solutions, which ultimately lead to productivity.

Summary of Literature Review

Knowledge is never a waste provided the knowledge can be kept where it can be utilized by interested individuals, organizations and scholars to study the past history so as to determine tomorrow.

In this chapter, the researcher was able to locate, identify, read and evaluate previous studies that are related to the Perceived causes of delay in computation and compilation of students results. This was geared towards gathering information that was related, relevant and useful to the research topic being undertaking.

Various literatures were reviewed to ascertain the concept of perception, concept of causes (factors), and concept of computation and compilation of students results. The role of academic advising in the process of computation and compilation of students results was reviewed. Furthermore, staff- student ratio and institutional administrative system in relation to the delay in computation and compilation of students results were analyzed.

Factors perceived to be causes of delay in computation and compilation of students result include:i. Examination processii. Administrative procedureiii. Population of students vis--vis the student-staff ratioiv. Attitude of staff

The review of staff student ration in line with National Universities Commission and National Commission for Colleges of Education will remedy the challenges of delay in computation and compilation of students results.

Also, comprehensive academic advising, minimization of missing scripts and effective administrative system should be encouraged to checkmate the delay in computation and compilation of students results in tertiary institutions in Nigeria.

Theoretical framework of the study was on contingency leadership theory, functionalist theory of attitude formation and change, and 80/20 rule workload theory.

In the empirical study, Ewurum, Emeka and Echerue (2003) obstruction of academic program, and Ibe and Nnorom (2008) study on effectiveness of management and administrative practices in tertiary institutions in Imo state were reviewed. Also, Schwartz, Schmitt and Lose (2012) work on the relationship between teacher-student ratio and literacy learning outcomes, and Gallup (1997) attitude at work place were looked into. CHAPTER THREEMETHODOLOGY This chapter deals with the method and procedures used in the study. It covered the research design, description of the study area, population of the study, sample and sampling techniques. It also covered the instrument for data collection, validity of the instrument, reliability of the instrument, method of data collection and data analysis.

Research Design

The research design adopted for this study was descriptive survey research design. Ekwe and Obimba (2006), described descriptive survey as the type of research design that explains conditions as they occur in their natural settings. According to Nworgu (2001), descriptive survey design is useful because it is aimed at collecting data and explaining in a systematic manner, the characteristic of features and facts. Descriptive educational studies tend to discover cause and effect relationships and testing new educational methods and programs.

Area of Study

The area of study is Alvan Ikoku Federal College of Education, Owerri. It is a foremost College of Education located in Owerri, the capital of Imo State, Nigeria. It was established in April, 1963 as the Advanced Teachers Training College by the then Government of Eastern Nigeria. The College took off in the old Shell Camp on September 16, 1963 with an initial intake of 150 students and 14 academic staff. But it has expanded across the Orlu Road and now bestrides the Nworie River.

The College was established with technical assistance from UNESCO. It was charged with the responsibility of producing teachers of intermediate manpower in line with the Ashby report on Higher Education in Nigeria. In 1973, via Edict No 11 promulgated by the Administrator of East Central State of Nigeria, Ukpabi Asika, the Teachers College became a College of Education and was named Alvan Ikoku in honour of Mr. Alvan Ikoku, a teacher and educationist, founder of the first indigenous (African owned) Secondary School in Eastern Nigeria (Aggrey Memorial College, Arochukwu which was established in 1931), and president of the Nigerian Union of Teachers (NUT) for many years.

The College has continued to grow from strength to strength since its inception. With an initial intake of 150 students, the population of students grew up to 459 in 1973 and 2900 in 1980. By 2013, the student population had grown to about 17,997 students and about 784 academic staff and 1242 senior administrative staff. The students include Regular undergraduates, Sandwich students, Evening and Weekend students and Post-graduates studying the Professional Diploma in Education.

In 1981, the College became affiliated with the University of Nigeria, Nsukka, to award the Bachelors Degree in various subject areas in combination with Education. The College has 6 schools which include the:

1.School of Agriculture and Vocational Studies.

2.School of Arts.

3.School of Education.

4.School of Natural Sciences.

5.School of Social Sciences.

6.School of General Studies.

Presently, the Provost is Dr. (Mrs.) B.C. Ijioma.

Population of the Study

The target population for this research work consists of all the 784 academic staff and all the 1242 senior administrative staff, making of a total of 2020 staff of Alvan Ikoku Federal College of Education, Owerri. 5% of this population will be used through judgmental sampling for the purpose of this study. Table V. Academic and Senior Administrative staff of Alvan Ikoku Federal College of Education Owerri.Academic StaffSenior Admin StaffTotal

MFMFMF

Source: Academic Planning Unit, Alvan Ikoku Federal College of Education Owerri. Sample and Sampling Techniques

The sample size for this study was 101 staff representing 5% of the total population of academic and senior administrative staff of the college.

The sampling method used was purposive sampling, also known as judgmental sampling. This is because the method allows the investigator to actively select the sample units from the research population based on his knowledge of the population, its elements and the objectives of the research.

According to Explorable.com (2009) judgmental sampling design is usually used when a limited number of individuals possess the trait of interest. It is the only viable sampling technique in obtaining information from a very specific group of people and also used when the researcher knows a reliable professional or authority that he thinks is capable of assembling a representative sample.

Instrument for Data Collection

Data collections were in two categories, and they are primary and secondary data. Primary data includes questionnaire, interviews and personal observation.

The questionnaire was structured into four (4) sections (A-E). Section A contains three questions on background information of the respondents such as School/Department/Unit, Position (Rank), Duration in the College. Section B contains five (5) questions based on the examination process that leads to delay in computation and compilation of students results. Section C contains five (5) questions based on administrative procedures that cause delay in the computation and compilation of students results. Section D contains five (5) questions on population of students vis--vis the student-teacher ration that causes delay in computation and compilation of students results. While section E contains five (5) questions on the attitude of staff that leads to the delay in computation and compilation of students results. The entire questions were close ended and patterned into four-point scale of Strongly Agree, Agree, Disagree, and Strongly Disagree (See Appendix B).

Validity of the Instrument

The structured questionnaire was submitted to the project supervisor for approval. After the necessary corrections, three other Chief Lectures in Alvan Ikoku Federal College of Education were consulted for validation. The validators checked the clarity by content, language and the ability of the questions to elicit required responses for the purpose of the study. Changes were made following the remarks by the validators. Lastly, the questionnaire was sent back to the project supervisor for final approval.

Reliability of the Instrument

Reliability can be thought of as consistency of the instrument to measure what it is intended to measure. The reliability of an instrument is concerned with the extent to which the instrument yields the same results on repeated trials.

In this study, the test re-test method was used to prove the reliability of the instrument. Ten (10) academic and ten (10) senior administrative staff of Imo State University who were not part of the population of this study were administered with the questionnaire. The respondents filled the questionnaire without much difficulty. Fifteen days later, the same subject were revisited and re-administered with fresh copies of the same questionnaire. The reliability of the instrument was examined by the consistency of the response between the two tests.Method of Data Collection

Data collections were in two categories, and they are primary and secondary data. Primary data includes structured questionnaire, interviews and personal observation.

The instrument was administered to the respondents on face-to face basis. The distribution and collection of the questionnaire lasted for ten days. Oral interview was conducted with some management staff of the institution. The interview actually added the advantage of being able to hear the true concerns that would not have been reflected in the questionnaire.

Also, personal observations were made having been frequenting the offices of some the staff of Alvan Ikoku Federal College of Education, Owerri.

Secondary data are already published data collected for purposes other than the specific need at hand. Textbooks with relevant areas to this study as well as journals and other publications were consulted.

Method of Data Analysis

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APPENDIX AAcademic Planning Unit,

Alvan Ikoku Fed. College of Education, P.M.B. 1033, Owerri,Imo State.November 2, 2014.Dear Respondent,I am a Professional Diploma student of the above mentioned institution and I am currently writing an essay on Perceived Causes of Delay in Computation and Compilation of Students Results in Alvan Ikoku Federal College of Education, Owerri.

The questionnaire is designed to elicit information from you in respect of this essay which I am currently conducting in partial fulfillment for the award of Professional Diploma in Education (Post Graduate Certificate) to me.

All the information obtained for the purpose of this study will be treated confidentially. I therefore solicit for your co-operation in responding to the questionnaire.

I appreciate your kind co-operation

Yours faithfully,Oriaku, Jonathan Chuks

APPENDIX BSECTION ATo Management and Staff of Alvan Ikoku Federal College of Education, Owerri

Personal DataPlease, tick (() for the option(s) that best suit your response(s) in the bracket provided.

School/Department/Unit: Designation/Rank: .....................................................................................

1. Sex:Male( )Female( )2. Age:Below 25 years

( )

26 35 years

( )

36 45 years

( )

46 65 years

( )3. Educational qualification

Ph.D

( )

M.Sc, MBA, MED

( )

B.Sc, BA, BED

( )

HND

( )

OND, NCE

( )4.How long have you been employed by the institution?

Less than 5 years

( )

5 14 years

( )

15 24 years

( )

25 years and above ( )5.What is your job status?

Top Management Staff ( )

Dean of School

( )

Director of Unit

( )

Head of Department/Unit ( )

Lecturer

( )

Senior Administrative Staff( )

SECTION BPlease, tick (() to indicate your chosen option

Note:

SA:Strongly Agreed

A:Agreed

D:Disagreed

SD:Strongly DisagreedExamination process that contribute to the delay in computation and compilation of students results.S/NITEMSAADSD

1Jam-packed examination time-table

2Obstruction of academic program

3Farming out answer scripts to unauthorized persons.

4Group marking of answers scripts.

5Delay in movement of scripts between lecturers and Heads of Departments before and after marking.

Administrative procedure that contributes to the delay in computation and compilation of students results.

S/NITEMSAADSD

1Lack of proper academic advising.

2Inability of lecturers to adhere to the time-frame for marking examination scripts and submission of scores for computation and compilation.

3Lack of sanctions on lecturers that failed to submit students scores within the stipulated time frame.

4Inadequate arrangement for external moderators and untimely moderation of exam scripts.

5Lack of database result processing system (Management Information System)

Population of students- vis--vis the student-teacher ratio

S/NITEMSAADSD

1Too-high student teacher ratio leads to issue of missing scripts thereby contributes to the delay in computation and compilation of students results

2Too high student teacher ratio leads to omission of results thereby causes delay in computation and compilation of students results

3Too high student teacher ratio leads to delay in marking of answer scripts thereby delays computation and compilation of students results.

4Too high student teacher ratio creates excess work load for faculty officers and other administrative staff thereby making computation and compilation of students results too difficult to handle.

5Too high student teacher ratio creates academic stress thereby causes delay in the computation and compilation of students results.

Attitude of staff that contributes to the delay in computation and compilation of students results

S/NITEMSAADSD

1Laziness to work

2Insubordination

3Resistance to new ideas (change)

4Tantrums, pouting when not getting their own way

5Engage in other personal work outside the employees primary assignment or duty

Exam Officer

Academic Adviser

HOD reconciles result spreadsheet with both Exam Officer and Academic Adviser

Departmental Board Meeting

(School Board/Exam,

Result Committee vets the results).

Academic Board

Academic Adviser collate moderated results taken by their students in other Departments

Degree Unit

(Original copies of result)

Head of Department includes moderated results from other Departments in the spreadsheet

HOD reconciles all results with Departmental Exam Officers, Academic Advisers and Result Officers to determine the CGPA

Department Reconciles results with Degree Unit (Worksheet) in the presence of Academic Planning Unit to confirm the CGPA.

Deans Office (Copies of students result spreadsheet)

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