School Administrative Strategies and Agricultural Education Students’ AcademicProgress in Higher Institution in Ebonyi State

Abstract

The study sought to investigate the relationship between school administrative style and
agricultural education student’s academic progress in tertiary institution in Ebonyi State using
correlational research design. The study had three purposes, three research questions and
three hypotheses to guide the study. The population of the study is 220 comprising of 203
students and 17 lecturers in three higher institution offering agricultural education in the study.
There was no sampling as all members of the population were manageable and accessible. The
instrument for data collection were two sets of structured questionnaire titled School
Administrative Styles Questionnaire (SASQ) to be filled by the lecturers and Students’
Academic Progress Questionnaire (SAPQ) to be filled by the students. The instrument was
validated by three experts in Agricultural Education Department of Michael Okpara University
of Agriculture, Umudike. The reliability of the instrument was established through
administration of the instrument to ten students and ten lecturers of the Agricultural Education
in Abia State. The data collected were analysed using Cronbach Alpha Coefficient and a
reliability of .79 and .72 were obtained for SASQ and SAPQ. Pearson Product Moment
Correlation (PPMC) was used for answering research questions and testing the null
hypotheses. The finding revealed that there is a strong positive relationship between schools’
administrative style and agricultural education student schedule and release of exam result.