A COMPARATIVE STUDY OF THE PREDICTIVE VALUE OF STUDENTS’ ACADEMIC PERFORMANCE USING JAMB SCORES AND CGPA (A STUDY OF NNAMDI AZIKIWE UNIVERSITY AWKA)

 

 

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ABSTRACT

The interest in this work is to study the predictive value of

students’ academic performance using JAMB scores and CGPA in

Nnamdi Azikiwe University Awka. In addition the level at which the

divergence in grades started is also of great importance to the

researcher. Four faculties out of nine faculties were selected, from

which two departments each were selected from the already

selected faculties. This made it a total of eight departments

altogether for the study. The (Mahalanobis) generalized distance

concept used to “measure” the intellectual distance between 21

and 22 students reveals that this distance at graduation is far

greater than that at entry point for all the departments studied.

And that there is a gap between these two groups of students at

graduation as well as at entry point. From the findings, it was

gathered that the divergence in grades started after year one,

that is, it rose in year one in most of the departments studied.

Then in the subsequent years, it either rose or fell. The multiple

regression analysis used shows that the entry point scores as well

as the yearly GPAs can be used to predict the FCGPA. A stepwise

regression analysis reveals that the yearly GPAs are the ‘best’

predictors of the FCGPA. The concept of generalized distance 2

p D

reveals that the intellectual distance between 21 and 22 graduates

both at entry point and at graduation is not the same which

means that the intellectual distance at graduation is far greater

than that at entry point. The concept of additional distance due to

extra variates shows that the inclusion of the extra q variates

increases the efficiency of discrimination between the two groups

(21 and 22). A correlation analysis shows that there is both positive

and negative weak correlation between the entry point scores and

the FCGPA for the two groups. Also the coefficient of multiple

determination reveals that over 90% of the total variations in the

FCGPA is accounted for by the yearly GPAs of the two groups.

From the hypotheses tested, it was observed that:

1. there exists a relationship between the entry point scores,

yearly GPAs and FCGPA for both 21 and 22 students

(graduates).

 

 

TABLE OF CONTENT

CHAPTER ONE: INTRODUCTION

1.1 Background of the study – – – – – 1

1.2 Statement of the problem – – – – – 3

1.3 Objectives of the study – – – – – 5

1.4 Basic Assumptions – – – – – 6

1.5 Hypothesis formulation – – – – – 7

1.6 Significance of the study – – – – – 8

1.7 Limitations of the study – – – – – 9

1.8 Organization of the study – – – – 10

viii

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 Introduction – – – – – – – 11

2.1 Review of the Literature – – – – – 11

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction – – – – – – – 24

3.1 Population of study – – – – – – 24

3.2 Sources of Data – – – – – – 27

3.3 Problems Encountered during Data collection – 27

3.4 The sampling Technique – – – – – 28

3.5 Concept, operation and Definition of terms – 30

3.6 Research procedures – – – – – 32

3.7 Methods of Data Analysis – – – – – 32

3.8 Distance concept (Mahalanobis D2 Statistic) – 34

3.9 Multiple Regression – – – – – – 38

3.10 Underlying assumptions for regression analysis 40

3.11 Product-moment coefficient of correlation – 41

3.12 Coefficient of Multiple Determination – – 42

ix

3.13 A test for the Hypothesis of equality of two covariance

matrices – – – – – – – – 43

3.14 Test of the Equality of the two mean vectors – 44

3.15 Stepwise Regression – – – – – 45

3.16 Additional distance due to extra variates – – 46

CHAPTER FOUR: ANALYSIS OF DATA

4.0 Introduction – – – – – – – 48

4.1 Test of the equality of two dispersion (covariance)

matrices — – – – – – – – 48

4.2 Correlation Analysis – – – – – – 51

4.3 Multiple regression Analysis – – – – 53

4.4 Distance concept (Mahalanobis) analysis for

21 and 22 – – – – – – 62

4.5 Stepwise regression Analysis – – – – 91

4.6 Multiple regression Analysis Model summary – 95

4.7 Distance concept analysis between males and

females – – – – – – – – 98

4.8 Additional Distance due to Extra variates – – 128

x

4.9 Test of the equality of two mean vectors for male

and female – – – – – – – 131

4.10 Test of the equality of two mean vectors for

21 and 22 – – – – – – – 139

4.11 Hypothesis Testing – – – – – – 147

CHAPTER FIVE: SUMMARY OF FINDINGS,

CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of findings – – – – – 150

5.2 Conclusions – – – – – – – – 168

5.3 Recommendations – – – – – – 171

References – – – – – – – – 173

Appendix – – – – – – – – 182

 

LIST OF TABLES

1.0 The faculties, the departments and the number

of students (graduates) chosen for the study – 26

1.1 Result of correlation coefficients – – – 51

1.2 Result of the additional distance due to extra

variates – – – – – – – – 144

1.3 Result of the intellectual distance between

21 and 22 – – – – – – – – 150

1.4 Result of the intellectual distance between male

and female – – – – – – – 165

1.5 Result of correlation coefficient and coefficient

of multiple determination – – – – – 166

 

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Academic programme in Nnamdi Azikiwe University was

founded on the philosophy that knowledge should be

disseminated and propagated without hindrance.

Candidates are admitted into the first degree regular

programmes of the University through the Joint Admissions

and Matriculation Board (JAMB) examinations, direct entry,

pre-science programme, continuing Education Programme

(CEP), and inter-university transfer.

But the researcher based the study mainly on JAMB as a

mode of admission of students in the University. This is

because this examining body (JAMB) was established by the

Federal Government of Nigeria through Act 2 of 1978 to

regularize the intake of students into the Universities and

solve the problem of multiple admissions given to some

candidates at the expense of others. Like other examining

bodies in Nigeria, JAMB has been subjected to a series of

criticisms. The researcher is not interested in these criticisms.

But is interested in finding out at what level during the course

of study of students admitted through JAMB (with high or low

scores) did divergence in grades begin, when compared with

their yearly cumulative grade point averages.

Examination in Nigerian schools is dated back to the

advent of formal education. As a former British colony, the

system of examinations in Nigeria took after the British

system. The importance of examinations in the country’s

education system has been entrenched in the National policy

of education. In the University setting, success in an

examination is being assessed through the cumulative grade

point average obtained by students in all courses registered

from year one to the final year. As such, a student is deemed

to have performed very well to the level of second class

upper division if the cumulative grade point average is

between 3.50 and 4.49, or first class if cumulative grade

point average is 4.50 and above on a 5-point scale. Hence,

the cumulative grade point average determines the success

level of a student from one semester to another. The grading

of the cumulative grade point average is such that 4.50 and

above is first class, 3.50 to 4.49 is second class upper

division (21), 2.40 to 3.49 is second class lower division (22),

1.50 to 2.39 is third class, 1.00 to 1.49 is ordinary pass

degree while below 1.00 is failure.

 

 

1.2 Statement of the Problem

Over the years, students have been admitted into the

higher institution of learning in Nigerian Universities mainly

through JAMB. The students at the entry point with high or

low score in JAMB may graduate with a first class, second

class, pass or some may fail. At a certain level in their course

of study, there are divergences of grades / scores. This

implies that some students with high or low scores in JAMB,

at a certain year in their study made grade point averages

which are below or above expectations with regards to their

initial high/low score at entry point.

One wonders at what point/level did this divergence

start. This is the problem of the study. The researcher is

interested in only the students that graduated with a secondclass

upper division and a second-class lower division. To

address the stated problem, the following research questions

were raised:

1. At what level did the divergence in grades set in?
2. Is there any correlation between students’ grade point

at graduation and their entry point scores?

3. What is the between the entry point scores and the

yearly grade point averages of students who graduated

in some selected departments in some faculties with 21

and 22?

4. Is the ‘distance’ the same in all the selected

departments?

5. What is the ‘distance’ between the grade point averages

of students with 21 and those with 22?

6. Is the ‘distance’ the same in all the selected

departments?

7. What is the ‘distance’ between grade point averages of

male graduates and the grade point averages of female

graduates in the selected departments?

8. Is the ‘distance’ the same in the selected departments?

 

1.3 Objectives of the Study

At graduation, students are classified into those with 21 and

above, and those with 22 and below. The objectives of this

study are;

1. To measure the ‘intellectual distance’ between the two

groups

2. To determine when this ‘intellectual distance’ started to

appear in their course of studies by working backwards

and examining the contributions of their 4th year work,

3rd year work, their 2nd year work, their 1st year work,

and their JAMB scores which would represent their

“entry behaviour”

3. To see whether the FCGPA can be predicted on the basis

of the variables mentioned in (2) above;

4. To choose a subset of the independent variables which

“best” explains the dependent variable;

5. To measure the ‘intellectual distance ‘ between male

and female graduates;

6. To test the equality of their mean vectors;
7. To test the equality of the two covariance matrices for

21 and 22 students;

 

1.4 BASIC ASSUMPTIONS

1. The variables are quantitative and continuous;
2. JAMB scores (entry point scores) and the yearly

grade point averages are the independent variables

while the final cumulative grade point average is

the dependent variable.

7

1. The students’ previous study environment is

assumed to be the same with the University study

environment.

 

 

1.5 HYPOTHESES FORMULATION

For the purpose of this research, the following

hypotheses were formulated to aid in solving the

aforementioned problems and would be tested for rejection or

acceptance at 5% level of significance:

1. H0: there is no relationship between the entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 21 ,

H1: There exists a relationship between their entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 21;

2. H0: there is no relationship between the entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 22 ,

8

H1: There exists a relationship between their entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 22 ;

3. H0: Students (graduates) with 21 do not differ greatly

from those with 22 at graduation ,

H1: Students (graduates) with 21 differ greatly from

those with 22 at graduation.

 

 

1.6 SIGNIFICANCE OF THE STUDY

This study will go a long way to:

1. Provide an insight into students’ academic

performance that help to determine their final

cumulative grade point average ;

1. Create awareness to students on the dangers of

obtaining a low grade point average at any level in

the course of their study as this determines to a great

extent what their final cumulative grade point

averages will be;

9

iii. Help staff, academic advisers and lecturers in counseling and

advising students on the merits and demerits of high or low grade

point averages.

 

 

1.7 LIMITATIONS OF THE STUDY

The most difficult problems encountered is the volume

of data required. It involved collecting the results of

graduates who made second-class upper division (21), and

second-class lower division(22) from the examination’s office

in the administrative building of Nnamdi Azikiwe University

Awka. Entry point scores (JAMB) of graduates whose results

have been collected were also collected from the record’s

office of the university. As a result of the difficulties involved

in this collection, the researcher limited the data to only 30

graduates each from every selected department in the

faculties of the university. So because of this number, the

researcher did not include first class candidates (graduates)

as their number is not up to thirty. The multistage sampling

method was used.

 

 

1.8 ORGANIZATION OF THE STUDY

In this work, Chapter One deals with the introduction of

the study, statement of the problem, objectives of the study,

formulation of the hypotheses, significance and limitations of

the study.

Chapter Two reviewed the literatures related to the

study, whereas chapter three deals with the research design

 

 

 

CHAPTER ONE:

INTRODUCTION

1.1 Background of the study – – – – – 1

1.2 Statement of the problem – – – – – 3

1.3 Objectives of the study – – – – – 5

1.4 Basic Assumptions – – – – – 6

1.5 Hypothesis formulation – – – – – 7

1.6 Significance of the study – – – – – 8

1.7 Limitations of the study – – – – – 9

1.8 Organization of the study – – – – 10

viii

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 Introduction – – – – – – – 11

2.1 Review of the Literature – – – – – 11

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction – – – – – – – 24

3.1 Population of study – – – – – – 24

3.2 Sources of Data – – – – – – 27

3.3 Problems Encountered during Data collection – 27

3.4 The sampling Technique – – – – – 28

3.5 Concept, operation and Definition of terms – 30

3.6 Research procedures – – – – – 32

3.7 Methods of Data Analysis – – – – – 32

3.8 Distance concept (Mahalanobis D2 Statistic) – 34

3.9 Multiple Regression – – – – – – 38

3.10 Underlying assumptions for regression analysis 40

3.11 Product-moment coefficient of correlation – 41

3.12 Coefficient of Multiple Determination – – 42

ix

3.13 A test for the Hypothesis of equality of two covariance

matrices – – – – – – – – 43

3.14 Test of the Equality of the two mean vectors – 44

3.15 Stepwise Regression – – – – – 45

3.16 Additional distance due to extra variates – – 46

 

 

CHAPTER FOUR: ANALYSIS OF DATA

4.0 Introduction – – – – – – – 48

4.1 Test of the equality of two dispersion (covariance)

matrices — – – – – – – – 48

4.2 Correlation Analysis – – – – – – 51

4.3 Multiple regression Analysis – – – – 53

4.4 Distance concept (Mahalanobis) analysis for

21 and 22 – – – – – – 62

4.5 Stepwise regression Analysis – – – – 91

4.6 Multiple regression Analysis Model summary – 95

4.7 Distance concept analysis between males and

females – – – – – – – – 98

4.8 Additional Distance due to Extra variates – – 128

x

4.9 Test of the equality of two mean vectors for male

and female – – – – – – – 131

4.10 Test of the equality of two mean vectors for

21 and 22 – – – – – – – 139

4.11 Hypothesis Testing – – – – – – 147

CHAPTER FIVE: SUMMARY OF FINDINGS,

CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of findings – – – – – 150

5.2 Conclusions – – – – – – – – 168

5.3 Recommendations – – – – – – 171

References – – – – – – – – 173

Appendix – – – – – – – – 182

 

 

LIST OF TABLES

1.0 The faculties, the departments and the number

of students (graduates) chosen for the study – 26

1.1 Result of correlation coefficients – – – 51

1.2 Result of the additional distance due to extra

variates – – – – – – – – 144

1.3 Result of the intellectual distance between

21 and 22 – – – – – – – – 150

1.4 Result of the intellectual distance between male

and female – – – – – – – 165

1.5 Result of correlation coefficient and coefficient

of multiple determination – – – – – 166

xii

 

1

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Academic programme in Nnamdi Azikiwe University was

founded on the philosophy that knowledge should be

disseminated and propagated without hindrance.

Candidates are admitted into the first degree regular

programmes of the University through the Joint Admissions

and Matriculation Board (JAMB) examinations, direct entry,

pre-science programme, continuing Education Programme

(CEP), and inter-university transfer.

But the researcher based the study mainly on JAMB as a

mode of admission of students in the University. This is

because this examining body (JAMB) was established by the

Federal Government of Nigeria through Act 2 of 1978 to

regularize the intake of students into the Universities and

solve the problem of multiple admissions given to some

candidates at the expense of others. Like other examining

2

bodies in Nigeria, JAMB has been subjected to a series of

criticisms. The researcher is not interested in these criticisms.

But is interested in finding out at what level during the course

of study of students admitted through JAMB (with high or low

scores) did divergence in grades begin, when compared with

their yearly cumulative grade point averages.

Examination in Nigerian schools is dated back to the

advent of formal education. As a former British colony, the

system of examinations in Nigeria took after the British

system. The importance of examinations in the country’s

education system has been entrenched in the National policy

of education. In the University setting, success in an

examination is being assessed through the cumulative grade

point average obtained by students in all courses registered

from year one to the final year. As such, a student is deemed

to have performed very well to the level of second class

upper division if the cumulative grade point average is

between 3.50 and 4.49, or first class if cumulative grade

point average is 4.50 and above on a 5-point scale. Hence,

3

the cumulative grade point average determines the success

level of a student from one semester to another. The grading

of the cumulative grade point average is such that 4.50 and

above is first class, 3.50 to 4.49 is second class upper

division (21), 2.40 to 3.49 is second class lower division (22),

1.50 to 2.39 is third class, 1.00 to 1.49 is ordinary pass

degree while below 1.00 is failure.

1.2 Statement of the Problem

Over the years, students have been admitted into the

higher institution of learning in Nigerian Universities mainly

through JAMB. The students at the entry point with high or

low score in JAMB may graduate with a first class, second

class, pass or some may fail. At a certain level in their course

of study, there are divergences of grades / scores. This

implies that some students with high or low scores in JAMB,

at a certain year in their study made grade point averages

which are below or above expectations with regards to their

initial high/low score at entry point.

4

One wonders at what point/level did this divergence

start. This is the problem of the study. The researcher is

interested in only the students that graduated with a secondclass

upper division and a second-class lower division. To

address the stated problem, the following research questions

were raised:

1. At what level did the divergence in grades set in?
2. Is there any correlation between students’ grade point

at graduation and their entry point scores?

3. What is the between the entry point scores and the

yearly grade point averages of students who graduated

in some selected departments in some faculties with 21

and 22?

4. Is the ‘distance’ the same in all the selected

departments?

5. What is the ‘distance’ between the grade point averages

of students with 21 and those with 22?

6. Is the ‘distance’ the same in all the selected

departments?

5

7. What is the ‘distance’ between grade point averages of

male graduates and the grade point averages of female

graduates in the selected departments?

8. Is the ‘distance’ the same in the selected departments?

1.3 Objectives of the Study

At graduation, students are classified into those with 21 and

above, and those with 22 and below. The objectives of this

study are;

1. To measure the ‘intellectual distance’ between the two

groups

2. To determine when this ‘intellectual distance’ started to

appear in their course of studies by working backwards

and examining the contributions of their 4th year work,

3rd year work, their 2nd year work, their 1st year work,

and their JAMB scores which would represent their

“entry behaviour”

6

3. To see whether the FCGPA can be predicted on the basis

of the variables mentioned in (2) above;

4. To choose a subset of the independent variables which

“best” explains the dependent variable;

5. To measure the ‘intellectual distance ‘ between male

and female graduates;

6. To test the equality of their mean vectors;
7. To test the equality of the two covariance matrices for

21 and 22 students;

 

 

1.4 BASIC ASSUMPTIONS

1. The variables are quantitative and continuous;
2. JAMB scores (entry point scores) and the yearly

grade point averages are the independent variables

while the final cumulative grade point average is

the dependent variable.

1. The students’ previous study environment is

assumed to be the same with the University study

environment.

 

1.5 HYPOTHESES FORMULATION

For the purpose of this research, the following

hypotheses were formulated to aid in solving the

aforementioned problems and would be tested for rejection or

acceptance at 5% level of significance:

1. H0: there is no relationship between the entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 21 ,

H1: There exists a relationship between their entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 21;

2. H0: there is no relationship between the entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 22 ,

8

H1: There exists a relationship between their entry point

scores, the yearly grade point averages and the final

cumulative grade point average of graduates with 22 ;

3. H0: Students (graduates) with 21 do not differ greatly

from those with 22 at graduation ,

H1: Students (graduates) with 21 differ greatly from

those with 22 at graduation.

1.6 SIGNIFICANCE OF THE STUDY

This study will go a long way to:

1. Provide an insight into students’ academic

performance that help to determine their final

cumulative grade point average ;

1. Create awareness to students on the dangers of

obtaining a low grade point average at any level in

the course of their study as this determines to a great

extent what their final cumulative grade point

averages will be;

9

iii. Help staff, academic advisers and lecturers in counseling and

advising students on the merits and demerits of high or low grade

point averages.

1.7 LIMITATIONS OF THE STUDY

The most difficult problems encountered is the volume

of data required. It involved collecting the results of

graduates who made second-class upper division (21), and

second-class lower division(22) from the examination’s office

in the administrative building of Nnamdi Azikiwe University

Awka. Entry point scores (JAMB) of graduates whose results

have been collected were also collected from the record’s

office of the university. As a result of the difficulties involved

in this collection, the researcher limited the data to only 30

graduates each from every selected department in the

faculties of the university. So because of this number, the

researcher did not include first class candidates (graduates)

as their number is not up to thirty. The multistage sampling

method was used.

10

1.8 ORGANIZATION OF THE STUDY

In this work, Chapter One deals with the introduction of

the study, statement of the problem, objectives of the study,

formulation of the hypotheses, significance and limitations of

the study.

Chapter Two reviewed the literatures related to the

study, whereas chapter three deals with the research design.

 

Continue reading A COMPARATIVE STUDY OF THE PREDICTIVE VALUE OF STUDENTS’ ACADEMIC PERFORMANCE USING JAMB SCORES AND CGPA (A STUDY OF NNAMDI AZIKIWE UNIVERSITY AWKA) →

AN ANALYSES OF INFANT MORTALITY RATE IN ABIA STATE

 

(A CASE STUDY OF FEDERAL MEDICAL CENTRE UMUAHIA FROM 1995 TO 2004)

 

COMPLETE PROJECT  MATERIAL COST 3000 NAIRA

 

                                   ORDER NOW

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

 

 

 

ABSTRACT

 

          We had tried to study the rates of infant mortality in Abia State.  The aims of this study were to compare the mortality and birth rate of infants male and female in order to determine whether there is a significant yearly difference in their mortality and birth rate.  Also, to determine whether infant mortality in Abia State in independent of sex. And furthermore to determine the future trend cases for birth and death and as well determine some preventive measures to reduce the infant’s mortality.

 

It was found that there was decrease in mortality from year 2000 to 2004 in Abia State.  This is due to the aggressive government policy on the reduction of infant and maternal mortality through the pursuance of the National Programme on Immunization (NPI) and Expanded Programme on Immunization (EPI).  It was also observed that there was an increase in mortality as from 1995 to 1999 due to a cholera epidemic recorded then as published by “your Health Magazine” 1998 Vol 3.

 

Finally, we advice that good drinking water, good and affordable health services, proper refuse disposal should be encouraged to reduce the infant mortality in order to encourage the continuity of our race.

 

 

CHAPTER ONE

1.0     Introduction

• Historical Background
• Statement Of Problem
• Research Questions
• Aims And Objectives
• Statement Of Hypothesis
• Scope Of The Study
• Limitation Of The Study
• Definition Of Terms

CHAPTER TWO

• Review of Related Literature

 

CHAPTER THREE:    RESEARCH METHODOLOGY

3.0     Introduction

• Sources Of Data
• Method Of Data Collection
• Problems Of Data Collection
• Method Of Data Analysis
• Wilcoxon Ranksum Test
• The Chi – Square Test
• Estimation Of Future Trend Cases

 

CHAPTER FOUR

4.0     Data Analysis

• Wilcoxon ranskum test
• Recorded birth for infants male and female
• Recorded death for infants male and female
• Determining whether infant birth and mortality are independent of sex
• The chi – square test
• Estimation of future trend cases

 

CHAPTER FIVE

5.0     Summary of findings and conclusion

• Conclusion
• Recommendations
• Bibliography

 

 

CHAPTER ONE

1.0     INTRODUCTION

Since Nigeria got her independence in the year 1960, the federal government has been doing a lot in the following sectors:- Agric-culture, Education, Industries, Health Services, Banking among others.

 

In the area of Health Services, the governments efforts has been to ensure that she achieves good health for all especially women children.  The evidence of her effort is made manifest in the construction of many public health institutions through out the states.  These include the following: Hospitals, Health Centres, Health Clinics, maternities and Mobile Clinics.

 

Recently, there has been a general increase towards health improvement, this is as a result of greater awareness, better organization, increased public health consciousness, changes in medical practices among others; however, these advances may appear insignificant when compared to the magnitude of the problems still to be solved especially as it concerns infant diseases and infant mortality.

 

According to the Oxford Advanced Learners Dictionary, Mortal means to die; that cannot live forever.  Encyclopedia Britannica expressed the state of being mortal as the state of temporalness of living, or not to live forever.

 

In these modern times there have been an increase in world population and stability ad decline in number would be regarded as abnormal.  As Berkley (1958) said, “modern phrase of recent origin started from the peiod of 1600; the growth is quite unprecedented in any comparable period”.  One can view from the above statement, that such changes in population are inherently transitory.

 

In countries of West Africa records of health did not start until orthodox medium arrived, but it was recognized prior to the arrival of the white men.  There were high incidence of killer diseases which affected maternal and infant health leading to high mortality of infants.  Moreover, the sanitary condition of our local populace, mode of feeding and general condition leaves much to be desired, also lack of health infrastructures created problems that led to high infant mortality.

 

Again, other causes of infant mortality are recognized killer childhood diseases viz; measles, malaria, small pox, tetanus, whooping cough, hepatitis, poliomyelitis, dyphytaria and jaundice.  In late 80’s government of Nigeria through the National Programme on Immunization and Expanded Programme on Immunization has achieved a lot to the improvement of infant health.

 

Now, according to recent health journals “Health care” the liming legs are fastly dis appearing, the plague of onchosochaisis caused by the black fly is gone.  Our children and infants are living today without it.  Poliomyelitis is about being kicked out from the shores of our country courtesy of the three months immunization programme of year 2000.

 

 

1.1     HISTORICAL BACKGROUND OF THE STUDY

          The federal medical center Umuahia was built in the early 1950’s by the joint effort of the protestant churches, the Anglican, Methodist and Presbyterian churches.  The three churches agree to build a joint hospital and work together as a means and avenue of a joint Christian medical services and Christian evangelism.  Trained and qualified competent Christian ladies were generally nurses and midwifery and this created an environment for true Christian gospel and evangelism.

 

The hospital was first named Union Mission Joint Training Hospital.  Nurses and student nurses were drawn from hospitals named by three denominations and located at Iyi Enu Ituk Mbang and Etinagi all in Calabar to run the hospital.  Later as a mark of appreciation and courtesy to Queen Elizabeth II of Great Britain when she formally and officially opened the hospital in 1956, during the regime of his excellency the governor of the Eastern Region of Nigeria, Sir. Clement Plear, it was renamed Queen Elizabeth Hospital.

 

Soon after its establishment, the hospital gained popularity and reputation, but it suffered a set back during the Nigeria civil war from 1967 – 1970 when most of the medical equipments were looted.  Moreover, indigenous missionaries could not maintain the hospital after the departure of the foreign missionaries at the end of the war.

 

Consequently, it management was taken over by the government, which converted it to a sepcialsit hospital by the East Central State of Nigeria Edit No 6 of 1972: with the creation of the Imo State Government, she changed the name of Ramat specialist Hospital in honour of the later Head of State General Ramat Murtala Mohammed, under the direction of Navy Captain Ndubuisi Kanu, the then military governor.  I t reverted to Queen Elizabeth hospital o the 16^th December 1983, sequel to a request by the people of old Imo State.

The hospital was again taken over by the Federal Government on 1^st May, 1992 and was renamed Federal Medical Centre Umuahia.

The Federal Medical Centre Umuahia is located at Umuahia the capital of Abia State.  The hospital has ten wards, two medical wards on each for male and female, maternity wards, the pediatrics ward, two theatres, one for obstetrics and other for general surgery.  Other areas of the hospital includes: the Antenatal clinics, x – ray department, pharmacy and medical laboratories units, medical records/ statistics among others.

The hospital has two training schools, the school of Nursing and the school of midwifery.  It has a staff strength of about 720; made up of medical doctors, Nurses, House of Officers, Laboratory Technicians and Scientists, Accounting of Officers, records Officers, Pharmacists, Administrative Officers, Attendants, among others.

 

 

1.2     STATEMENT OF PROBLEM

          The researcher was very much worried and concerned about the alarming rate at which infants were dying in Abia State and the following statements and questions below prompted him to go into the study about the rate of infant mortality in Abia State.

1. The rate of infant mortality in Abia State was alarming.
2. The rate of infants mortality may have been more in a particular sex
3. The rate of infant’s mortality may have been caused by many factors among which disease were the chief.
4. The rate of infant’s mortality in Abia State should follow a particular trend over the years.
5. There should be some preventive measures to reduce the number of infant’s death that may occur in Abia State.

 

1.3     RESEARCH QUESTION

1. What are the major causes of infant mortality in Abia State?
2. Is there any means to compare mortality rate of infant male and female to know whether there is significant yearly difference in their mortality rate?
3. Does infant mortality rate in Abia State dependent on sex?
4. Can the trend of infant mortality in Abia State be established?
5. Are there some preventive measures to reduce the number of infants death that may occur in Abia State?

 

1.4     AIMS AND OBJECTIVES

1. To compare mortality rate of infant male and female in order to know whether there is significant yearly difference in their mortality rate.
2. To determine whether infant mortality in Abia State is independent of sex.
3. To suggest possible preventive measures to reduce the number of infant deaths that may occur.
4. To determine the trend of the infant mortality rate.
5. Based on the findings, recommendation will be made.

 

1.5     STATEMENT OF HYPOTHESES

          This study is testing for the following hypothesis:-

H₀:     There is significance difference in the yearly mortality rate of infants male and female.

H₁:     There is not significance difference in the yearly mortality rate of infants male and female.

H₀:     Infant mortality in Abia State is independent of sex

H₁:     Infant mortality in Abia State is not independent of sex.

 

1.6     SCOPE OF THE STUDY

          This project work is restricted to the federal medical center, Umuahia in Abia State.  The study covers a period of ten years from 1995 to year 2004.

1.7     LIMITATION OF THE STUDY

          The researcher was constrained to limit the study to the federal medical center Umuahia only.  This was chosen as a sample, which will be used for generalized decision making.  The study is limited in scope because the mortality rate of infants were done for only ten years study and only one hospital i.e. the federal medical center Umuahia was considered.

There is the problem of lack of adequate record keeping by the hospital; therefore retrieval of such information was made very difficult.

The peoples’ ignorance which include their not recording death of infants that took place outside the hospitals makes the report of mortality in exact which far out weigh t hose recorded in any known hospital.  Finally, lack of fund and time imposed a major limitation to this study there by limiting the study t o only one hospital and just for a period of two months only.

 

1.8     DEFINITION OF TERMS

          The terms used in this study are all Demography terms and are peculiar t o the subject matter alone.

Below are some of the terms commonly used in this study, which constitute the reference terms and will aid data analysis.

Demograph

Mortality

Neo-natal mortality

Morbidity

Disease

Infants

(i)      DEMOGRAPHY:         This is the study of human population and some of the factors that causes change in its composition and size.

(ii)     MORTALITY:   The state of being mortal, mortal means that must die; that cannot live forever, a state of temporal living or existence.

(iii)    NEO-NATAL MORTALITY:        This is the mortality of infants within the first 28 days of birth.  Some of which are caused by the circumstances of birth.

(iv)    INFANT – MORTALITY RATE:  Mortality rate is the index of death over the index of birth for a given period of at least one year.  Infant mortality can be defined as the number of death under one year over the number of live birth times 1000.

i.e      D       x        K       Where D is the number of death in

B                          a particular year.

B is the number of birth in the same year

K is a constant and is equal to 1,000

 

Which is No of death under one year                   x        1000?

No of live births

 

This shows clearly the measures within a given year of chances of birth failing to survive in one year life time.

 

To calculate separately for the sexes:

 

Female        =       No of female death         x        1000

No of female births

 

Males          =       No of males death          x        1000

No of males birth

 

(v)     MORBIDITY:     Morbidity involves the statistics of ill health of a population.  It includes the rate of illness, injuries, accidents etc.

(vi)    DISEASE: This is the state of being morbid, it is caused by infections or undergrowth.  There are air borne disease, water borne diseases, insect borne diseases, and sexually transmitted diseases.

(a)     Water Borne Diseases:  These are caused by some aquatic living organisms which when they enter human body cause disease. They include some Fungi, Algae, bacteria etc.  Also bad source of water supply where sewage and refuse are badly disposed can lead to severe cause of water borne diseases.  These diseases include typhoid fever, cholera, diarrhea, dysentery etc.

(b)     Air Borne Disease:        These are diseases which can be contacted or transmitted from a carrier to a healthy person through the air. Free-living bacteria or parasite transmits these diseases.  These diseases are coughs, measles, catarrh, whooping cough, chicken pox and polio.

(c)      Insect Borne Diseases:   These are diseases carried by insect vectors.  These vectors visits and plague human environs disposing bacterium to their food.  Diseases like typhoid fever, diarrhea and cholera are carried by housefly.  Mosquitoes carry malaria parasite and trypanosomiasis is caused by tsetse fly, while onchosochaisis is caused by African black fly.

(d)     Sexually Transmitted Diseases:       These are significantly important because some of them affects fertility rate, there are disease acquired through sexual intercourse between the victim and any member of the adult population. Examples of such diseases are Gonorrhea, syphilis HIV/AIDS etc.

(vii)   POPUALTION:  This refers to the total number of individuals or items relevant to a phenomenon under investigation.

(viii)  STILL BIRTH:   This refers to that fetus that has not developed to a full baby and is release from the utemis prematurely and as a result couldn’t survive.

(ix)    LIVE BIRTH:     This refers to full developed babies or babies born prematurely yet in both cases the babies survived.

(x)     MATERNAL MORTALITY:         This refers to all the women that die during the process of child delivery.

(xi)    INFANT:   These are children between the age zero to one year.

(xii)   INFANT MORTALITY:       This refers to the death of children whose age is between zeros to one calendar year.

 

 

 

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