EXPLORING STUDENT ATTRIBUTES AND ACADEMIC PERFORMANCE IN POLITICAL SCIENCE EDUCATION AT THE UNIVERSITY OF UYO

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EXPLORING STUDENT ATTRIBUTES AND ACADEMIC PERFORMANCE IN POLITICAL SCIENCE EDUCATION AT THE UNIVERSITY OF UYO

Chapter One:

Introduction

1.1 Background of the Study

Education is a dynamic process that involves the interaction of various factors influencing students’ learning outcomes. In the academic realm, the relationship between students’ attributes and their performance has been a subject of considerable interest. This research focuses on understanding the impact of student attributes on academic performance in the field of Political Science at the University of Uyo.

Student engagement with various institutional-related activities and interactions has been noted for decades as a significant influence on the differential patterns of student learning and growth one important outcome from these engagements is the impact on students’ attitudes and beliefs concerning leadership, which continues to be a prominent theme and objective in higher education.

The majority of research on student leadership development has focused on corporate-related models, which emphasize the impact of institutional experiences that parallel roles found in business or politics. Political Education Other commonly examined attributes include entering students’ predisposition to leadership development, available institutional-related leadership resources, activities and opportunities, and the effects of formal leadership development programs.

Attempting to capture and examine students’ cognitive development towards leadership, without dependence on predispositions towards leadership-based activities or positions, Wielkiewicz developed the Leadership Attitudes and Beliefs Scale-III (LABS-III). The LABS-III instrument consists of two scales representing divergent patterns of leadership attitudes and beliefs. One scale is based on a hierarchical pattern of thinking, which is characteristic of the traditional top-down leadership structure.

The Hierarchical Thinking scale emphasizes a tightly controlled decision-making process, with an authoritarian mode of operation and communication. A leader’s effectiveness and efficiency are paramount to the success of the organization, which in turn, is strongly associated with one’s maintenance and preservation of rank within that organization. The second scale derives from Allen, Stelzner, & Wielkiewicz’s leadership process theory, which is based on a systemic pattern of thinking.

The Systemic Thinking scale strongly emphasizes an organization’s ability to adapt quickly to ever-changing environments. Employing the knowledge and wisdom of organizational members through high levels of communication and cooperation is paramount to a successful organization. In this manner, the effectiveness of a leader is dependent on one’s ability to successfully facilitate and utilize a participative decision-making process. Allen et al.’s theory asserts that the adoption of Systemic Thinking by individuals and organizations will yield greater levels of overall adaptability, cooperation, sustainability and success.

Although not extensive, there has been research exploring the development of students‟ leadership attitudes and beliefs within the context of Allen, et al.‟s[1] theory, as well as its relationship to the differential patterns of student learning and growth. A study conducted by Wielkiewicz, et al.‟s[28] in 2005 examined the uniqueness of the LABS-III as compared to Astin‟s[2] Student Leader type, a characterization based on attributes similar to traditional hierarchical-based roles or positions. Wielkiewicz found that students scoring highly on either the Hierarchical or Systemic Thinking scales on the LABS-III scored higher on Astin‟s Student Leader type.

However, the majority of information gleaned from the LABS-III was significantly distinctive from traditional position-based attributes and roles, which provided strong evidence concerning its utility in assessing student leadership development from a non-predisposed perspective. In addition, the relationship between the Systemic Thinking scale and students‟ academic engagement and development was also investigated. Wielkiewicz found that student engagement (e.g., class participation, reading outside of class), behavior (e.g., intellectual curiosity, study habits), and Systemic Thinking were interrelated, which provided evidence that an assortment of academic and co-curricular activities may facilitate student leadership development. Higher grade point averages, however, were not associated with Systemic Thinking, but they were associated with students who reported a lower preference towards Hierarchical Thinking leadership beliefs and values.

1.2 Statement of the Problem

Political Science education requires a unique set of skills and attributes for students to excel. However, there is a gap in the existing literature regarding the specific attributes that significantly influence academic performance in Political Science at the University of Uyo. This study aims to address this gap by investigating the correlation between students’ attributes and their academic achievements.

1.3 Objectives of the Study

The primary objectives of this research are:

To identify and analyze the key attributes exhibited by students in Political Science education at the University of Uyo.

To examine the relationship between students’ attributes and their academic performance.

To assess the impact of external factors, such as socio-economic background and learning environment, on students’ performance in Political Science.

1.4 Research Questions

To achieve the stated objectives, the study will seek answers to the following research questions:

What are the predominant attributes exhibited by students in Political Science education at the University of Uyo?

Is there a significant correlation between students’ attributes and their academic performance in Political Science?

How do external factors, such as socio-economic background and learning environment, influence students’ performance in Political Science?

1.5 Significance of the Study

This research holds significance for various stakeholders, including educators, policymakers, and students themselves. Understanding the relationship between student attributes and academic performance can inform teaching strategies, curriculum development, and student support services. Additionally, policymakers can use the findings to make informed decisions about educational policies that enhance the overall learning experience.

1.6 Scope of the Study

This study will be conducted at the University of Uyo, focusing specifically on students enrolled in Political Science programs. The research will cover a specified time frame, and data will be collected through surveys, interviews, and academic records.

1.7 Structure of the Thesis

The thesis will be organized into several chapters, each addressing different aspects of the research. Chapter Two will provide a review of relevant literature, while Chapter Three will detail the research methodology. Subsequent chapters will present and analyze the findings, discuss implications, and offer recommendations for future research.

In summary, this chapter has laid the foundation for the exploration of student attributes and their impact on academic performance in Political Science education at the University of Uyo. Subsequent chapters will delve deeper into the specific aspects of this relationship, contributing valuable insights to the field of education.

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