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Entry qualifications and academic performance of architecture students in Nigerian Polytechnics： Are the admission requirements still relevant？

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Frontiers of Architectural Research 2014年第1期3卷 69-75页

作者： Peter 0 Adewale Olasunmbo Bolanle Adhuze Department of Architectural Technology The Federal Polytechnic Ado-Ekiti Ekiti-State Nigeria

The competence of fresh graduates of architecture has been continuously criticized by the industry for inadequate knowledge. This is often blamed on the poor standard of education evidenced by poor performances in professional and degree/diploma examinations conducted by various schools of architecture in the country. Although, factors responsible for the scenario are wetl documented in the literature, most of these works are based on testimonial and circumstantial evidences relating to management of architectural education only. The aim of this paper is to investigate the relationship between entry qualifications and the performance of architecture students in Nigerian Polytechnics with a view to determining the relevance of current admission policy to architectural education in Nigeria. Data were obtained from official records in the Department of Architecture in four randomly selected polytechnics in the southwestern part of Nigeria. Pearson Product Moment Corretation （r） was used to test the hypotheses. Findings reveal weak relationship between the two variables （physics and mathematics）. This is contrary to the expectations of most schotars and policy makers who opine that studentst proficiency in these subjects would enhance their performance at higher LeveLs. The paper traces the contradiction to the poor handling of public examinations and misconception of architecture as being pure science. It holds that if these requirements are still relied upon for the admission of students into schools of architecture, wrong candidates wouldcontinue to gain entry into the profession. The paper concludes by recommending certain measures that are capable of reversing the trend.

关键词： Academic perfor-mance admission criteria Architecture Arts Education Science

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