Entrants’ Age and Academic Competence of Undergraduates in Universities in Osun State

Abstract

This study examines the influence of university entrants’ age on the academic competence of undergraduates in universities located in Osun State, Nigeria. Motivated by growing concerns about the preparedness and performance of students entering higher education at varying ages, the research seeks to determine whether age at entry serves as a significant predictor of academic success. Using a survey research design, data were collected from undergraduates in the selected universities in Osun State through academic records and structured questionnaires. The investigation into the intricate relationship between admission policy, specifically regarding age, and academic competence among university undergraduates has provided valuable insights into the complexities of the educational landscape in universities across Osun State. This conclusion synthesizes the key findings, highlights the issue of noncompliance with the admission age policy by university management, and explores the nuanced relationship between admission age and academic competence reflecting on the significant influence of admission age on the academic competence of university undergraduates in the state. The findings also reveal statistically significant differences in academic competence associated with age brackets, with older entrants demonstrating higher levels of academic maturity and self-regulation, while younger entrants showed greater adaptability and learning agility. The study recommends that university admission policies and student support programs consider age-related academic needs to enhance learning outcomes. These findings have implications for educational planning and student development strategies in the region. Given these insights, it is recommended that university management adhere to the stipulated minimum admission age. This guideline ensures that students admitted into higher institutions have attained sufficient development across cognitive, psychomotor, and affective domains, thereby better equipping them for the academic demands of tertiary education.