EFFECT OF CHANGE OF COURSE ON THE INTEREST AND ACADEMIC PERFORMANCE OF SOCIAL STUDIES EDUCATION STUNDENTS IN UNIVERSITY OF JOS.

Abstract

This study aims to investigate the effect of changing courses on the interest and Academic performance of Social Studies Education students at the University of Jos. Specifically, it examines the number of students who applied for Sociology, History, or Social Studies but were admitted to Social Studies Education, their interest in Social Studies Education, and their academic performance. A descriptive survey design was used, with data collected from 200-level Social Studies Education students. The population consisted of 374 students, and a sample of 95 students was selected using simple random sampling. Data collection was done through a questionnaire titled "Student Interest and Academic performance Questionnaire(SIPQ)." The results indicate that a significant number of students (33.7%) who applied for Sociology were admitted to Social Studies Education. The study found mixed responses regarding students' interest in Social Studies Education. While some students expressed satisfaction and increased interest in Social Studies Education, many still preferred their initially chosen courses and would switch if given the opportunity. The mean interest and Academic performance of these students were analyzed using descriptive statistics and a paired-sample t-test. The findings revealed that there is a statistically significant difference between the mean interest and mean Academic performance of students who applied for Sociology but were given Social Studies Education. The majority of students displayed satisfactory academic Academic performance despite the course change, though their initial preferences for courses such as Sociology, Social Studies remained strong. The study concludes that a change of course impacts both interest and performance, necessitating adequate support and counseling for affected students to help them adapt and succeed in their new fields. Recommendations include revising admission policies, providing counseling services, and conducting further research on similar issues in other educational fields.