Determinants of Academic Performance among Mature Entry Students: A Case of Nakuru and Nairobi Campuses of Kenya Methodist University

Abstract

Numerous studies analyzing academic performance and factors affecting the same among university students have been conducted and remedies have been suggested. However, little attention has been highlighted on mature entry student. The purpose of this study is to investigate the determinants of academic performance among mature age entry students. The objectives of the study were: to establish the impact of previous academic achievement of mature age entry students on their academic performance, to determine the influence of the mature age entry student’s demographic characteristics and to determine the impact of the social factors affecting mature age students on their academic performance. The study was guided by Needs theory of Abraham Maslow and adopted descriptive survey research design. The total target population was 289 mature age entry students enrolled at Nakuru and Nairobi campuses of Kenya Methodist University, administrators, Chairmen of Departments and lecturers of the two campuses. Proportionate stratified sampling was used to select the 118 subjects. Questionnaire and interview schedules were used for collecting data for the study. Data from the questionnaires were edited, coded and entered into the computer for analysis. Both qualitative and quantitative methods were used in analyzing the data using Statistical Package for Social Sciences version 20, where both descriptive and inferential statistics were computed appropriately. Results were presented in tables and charts to enhance clarity. It was found out that previous academic performance had an impact on academic performance also students with high entry points were more likely to finish assignments and studies than their counterparts with low entry points. The findings of the study also confirmed that both demographic characteristics and socio economic factors affect the academic performance of mature entry students. The study recommends universities to come up with ways of scrutinizing past performances of students and coming up with strategies such as coaching for the purpose of uplifting the entry behaviour of a prospective mature entry student whose weakness has been identified. The finding further recommend favorable fees payment schedules and minimization of cost of university education which will enable mature entry students to cope better with financial burden and also be able to pay the fees with less strain, and enjoy better concentration on academics. Finally a newer approach in delivering academic program that help reduce conflicts with job and family commitment is highly recommended.