PREDICTORS OF RESEARCH METHODS COURSE PERFORMANCE AMONG NIGERIAN POSTGRADUATE STUDENTS: A DISCRIMINANT ANALYSIS IN SUB-SAHARAN AFRICAN HIGHER EDUCATION

Abstract

Educational Research Methods and Educational Statistics are courses required for all postgraduate programs in Nigerian universities, especially those in the faculties of Education, yet many students fail these courses each year. This study used discriminant function analysis to examine how academic self-efficacy, statistical anxiety, and lecture clarity predict student performance among 350 postgraduate students in South-Eastern Nigerian universities. The discriminant function was significant (Wilks' Λ = .512, χ² (3) = 233.42, p < .001) and explained 48.7% of the variance in whether students passed or failed. The function correctly classified 91.4% of students. The findings showed statistical anxiety to be the strongest predictor of performance, followed by lecture clarity. Academic self-efficacy did not significantly predict performance. These findings differ from what is obtainable in most Western research that emphasizes self-efficacy. The results suggest that Nigerian universities should focus on reducing statistical anxiety and improving lecture quality rather than building general confidence. The study shows that factors affecting student success may work differently in African universities compared to Western universities. Implications for student support services and faculty training in Sub-Saharan African universities are discussed.