THE STATISTICAL STUDY OF ACADEMIC PERFORMANCE OF STUDENTS IN HIGHER INSTITUTION

BY:

SHOMILE TEMITOPE BLESSING
HND/23/STA/FT/0037

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF STATISTICS, INSTITUTE OFAPPLIED SCIENCES (IAS).
KWARA STATE POLYTECHNIC, ILORIN
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF HIGHER NATIONAL DIPLOMA (HND) IN STATISTICS.

JULY, 2025

CERTIFICATION
This project has been read and approved as meeting the requirement for the award of Higher National Diploma (HND) in the Statistics, Institute of Applied Science, Kwara state polytechnic, Ilorin.

………………………………..				……………………………
DR. OLARINOYE S.B		DATE
(Project supervisor)

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MISS AJIBOYE R.A						DATE
(Project Coordinator)

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MRS. T.A ELEPO							DATE
(Head of Department)

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 (External Examiner)							DATE

DEDICATION
	This project work is dedicated to Almighty God for his blessings bestow on me and to my dearest parents

ACKNOWLEDGEMENT
I give all glory, honor and adoration to Almighty God for his grace, mercy, favor, protection, provision and guidance throughout my program in the department of Statistics Department in Kwara State Polytechnic. Have anxiously hope for this opportunity to express adequate profound gratitude to the people who have in one way or the other assisted my academic pursuit.
I also use this medium to thank my Supervisor DR. OLARINOYE S.B. For his patience and constant kindness which he shown to me throughout this program, I pray he eat the true work of his hands (Amen)and also my gratitude goes to the Head of Department(H.O.D) in person of MRS. T.A ELEPO for her guidance during my project 
I am very grateful to my dearest and lovely parent MRS. ELEBIYO for how she nurtured me from infancy, prayer, encouragement and financial assistance. May your days be long to reap the fruit of your labor.
My special thanks and appreciation goes to my sisters and brother (ELEBIYO SUNDAY, ELEBIYO EMMANUEL) and my lovely friends (BASHIRAT AND IBRAHIM KUDIRAT), thanks so much for all you have done and God bless you all. 

May Almighty God bless u all 
Amen

ABSTRACT
The research work  examined the quality of the students  results in higher institution of learning. The data use was a secondary data obtained from the department of statistics using simple random sample with sample size of one hundred and sixty one. Quality control  toolswas used in the analysis, the results obtained shows that the performance of the students base on the result as average 50%

CHAPTER ONE
1.0 	INTRODUCTION
Learning, acquiring knowledge or developing the ability to perform new behaviors. It is common to things of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives.
Even before they enter school, young children learn  to walk, to talk, and to use their hand to manipulate toys, food, and other object. They use all their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, sibling, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading,  writing and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues  throughout our lives and affects almost everything we do, they study of learning is important in many different fields. Teacher need to understand the best ways to educate children. 
Psychologist, social workers, criminologist, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers  make use of the principles of learning to influence the behavior of workers, voters, and consumer.
Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storages takes place and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experience.
There are many forms of learning, ranging from simple to complex. Simple form of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and is consequences (reward or punishment). People and animals can also learn by observation- that is, by watching others performs behaviors. More complex forms of learning include learning languages, concepts and motor skills

1.1​	EXAMINATION
An examination (exam) is a test. Many things may be examined, but the word is most often used for an assessment of a person. It measures a test-taker’s knowledge, skill, aptitude, physical fitness, or ability or standing in some other topic. It is a set of questions designed to measure those things. Examination change and evolve. They have been used since ancient times.
In its widest sense, to examine is to look at something very carefully, perhaps to find the cause of a problem, someone who is ill may need to a doctor for a medical examination. A mechanic may examine a machine to find why it is not working properly.
In education an examination is a test to show the knowledge and ability of a student. A student who takes an examination is a candidate. The person who decides how well the student has performed is the examiner. An examination may be a written test, an on-screen test or a  practical test. Examples of a practical test may be: driving a car, speaking a language, playing a musical instrument and doing a scientific experiment. An on-screen test is a test which uses the computer.
If the candidate is successful he will have passed the examination. If he is unsuccessful he will have failed. In some cases it is possible for a student who has failed to take the exam again another time.
A student who passes an examination may get a certificate or diploma. Some certificates are professional qualifications, allowing the person to do a particular job, e.g. plumber, teacher, doctor, lawyer.(Gronfound 1993)
With a test you can test the knowledge level of the student. Mostly this is done with a series of questions. The questions can differ in form or format, but in the end you want your students to answer questions so you can grade them and see what result they get.
A good teacher adjusts it’s course material according the result of the test he gives.  So he can improve. The result can point the educator to part of his course material which aren’t clear. Or where it’sclass needs some extra attention so it will pass the final exam.
As with a test you test the knowledge of your students with an exam. The exam consists of a series of questions. They can both  multiple choice or free text questions or a different format. In the end you want to grade the answers and assign a score to every student. The end result makes a student pass or fail this exam.
1.2​	SIGNIFICANCE OF STUDY
Examination used to assess performance or to obtain field topic. This is a useful tool in any aspect of life in which we want qualify studying the student’s qualify of examination results is a good study in a right direction,  because it will help in weighing the quality of education and the overall production in education industry.
The result obtain is some area of academic those that correlate with the education output/production. Hence, we order how the result is obtain. Therefore, studying this menace  will show more light to the relationship between result and output.

1.3​	SCOPE OF STUDY
The research work studying the quality of the examination results covers all areas of life/academic where examination is been conducted and result is obtained.
The research work is not restricted to higher institute of learning alone but to all other education industries where results is been obtained for all examination.
1.4​	LIMITATION OF STUDY
In the course of the study of the quality of examination results, a lot of challenges were obtained such as access to result, poor database, secrecy and also time and resource which serve as constraints.
1.5	​AIM AND OBJECTIVES
The general aim was to examine the quality of examination result in higher school of learning.
Objectives:
•	To study the behavior of the results.
•	To examine the quality of the results
•	To examine cause and effect if out of control

CHAPTER TWO
LITERATURE REVIEW
 
2.0 	INTRODUCTION
The rampant occurrence of examination malpractices has becomes an issue of growing importance and concern in the global education system. Most examinations are usually marked by complaints of various forms of malpractice. In most of these examinations, cheating is a recurrent event. According to Isangedighi (2007), in Nigeria where certificates and diplomas are the sole indices of education growth and examinations the only means of obtaining these certificates students seem to see examinations as wars of survival and cheating as an effective means of winning the war. Although examination malpractices attracts ugly penalties such as rustication, it nevertheless fail to increase in strength and sophistication. The rising wave of examination malpractices amongst the youth today is posing a big challenge to our present contemporary society.
Examination, many observe, is no longer a true test of one’s ability. Most of the students are no longer serious with their studies because they believe solely in  indulging in examination malpractice which is to them is a short cut to success. Nowarders, students refer to examination malpractice as “brain support” which  implies it is an act of aid one’s memory in examination. Most students no longer believe in hard work. Obagan (1995) has described examination malpractice as a perennial problem in the whole of the education system. Many efforts this in most instanceshave proved abortive. Since examinations is aimed at evaluating each candidate’s merit and predicting subsequent performance, it therefore generates competition among candidates resulting in examination malpractice in some instance. Examination malpracticeis becoming a plaque in the Nigeria educational system.
It is an illegal action in terms of acts of omission during construction, custodianship, administration, marking and releasing of examination result before, during and after an administered examination. Examination malpractice will include any of the following, impersonation, leakage, swapping of scripts, smuggling of answer scripts into examination hall, dubbing (direct copying of answers to question and taking into examination rooms). It also includes result/certificate forgery and verbal or physical assault on examination administrators. There may be mass cheating of students or a form of malpractice called “sorting” which involves alteration of examination grades with the use of money. Today, there is an unholy, unwholesome conspiracy to aid examination malpractice by school heads, teachers, invigilators, parent students whose motive is to make quick money rather than genuine love for the candidates to excel in their studies (Idaka, 2006).
Many causes have been linked to the prevalent cause of examination malpractice, Adekale (1993) identified poor preparation of examinations, low morality and poor school facilities as cause of examination malpractice, other causes may include the fear of failure, craze for certificate, desire of parent to have their children in choice profession and university, pressure on students to pursue courses for which they have no aptitude, pressure on teachers who want to gain favour of students and overcrowded sitting arrangement.
Examination malpractice has serious implication for the educational system, students, teacher, parents and the school as a whole. Nigeria has been graded with reliability of half-baked graduates, low productivity and poor job performance, certificate racketeering and qualification inflation (Nwaba & Nwaba, 2005). The credibility of our certificates become questionable internationally. There is no argument to the point that examination malpractice occurring at all level of Nigerian educational system constitutes a serious threat, a menace to the entire educational system as well as to the socio-economic development of the nation. On the bases of these, this study therefore set out to investigate the causes and effects of examination malpractice, as perceived by university undergraduates.
STUDENTS’ PERCEIVED EFFECT OF EXAMINATION MALPRACTICE
The findings of this study consider the effects of examination malpractice on the society and on undergraduate students. it ranks discouragement of candidates from studying hard first, closely followed by underachievement in labour market. Coming third is the denial of admission to deserving students followed by overall reduction in quality of education. Examination malpractice discourages students from working hard but rather they spend their time to plan the strategy they intend to employee to cheat in examination. The students also indicated that examination malpractice reduces credibility of Nigeria certificate outside the country. This findings is in support of Ukpor (2005) who specifically stated that the credibility of our Nigeria certificates outside the country is another implication of examination malpractice. Most Nigerian youths seeking further training abroad are subjected to all form of screening to determine their credibility which is ridicule on our educational system.
The result of this study is also in consonance with that of Nwaba (2005) who explained that due to examination malpractice, Nigeria has been graded with reliability of half-baked graduates, low productivity and poor job performance and certificate racketeering. Cheating in examination makes the student to keep climbing academic ladder without adequate preparation for the next level. This result of accumulation of deficiency which leads to avoidable underachievement.Such individual who live by cheating in examination are not likely to attain their potentials in skill acquisition. This is because the required initial knowledge is absent which makes human capital formation an impossible task.

THE WAY FORWARD FOR QUALITY EDUCATION
Examination malpractice in Nigeria has attained a frightening proportion and it is becoming more sophisticated as years pass by. Effort by government and stakeholders to curtail this trend have not yielded much success. If this trend is not given an urgent attention, it may utterly destroy the quality of education in Nigeria. More emphasis should be placed on continuous assessment at all level of learning as a way of deemphasizing examination in the process of awarding certificates. Emphasis should be placed on oral examination  and group work for the undergraduate students and less emphasis should be placed on paper qualification.
Good moral values and instruction should be properly inculcated into our youths. Parents should be counseled not to aid their children to cheat in examination. There is need to emphasis honesty on the part of those who handle examination matters. Teacher and counselors should identify strategies of reducing test anxiety among students as it will help to reduce malpractices behavior during examination. Effective counseling service should be enhanced in school to assist students acquire techniques of effective study habits. School counselors should guide students on the need to develop positive self-concepts and face all examination with confidence.
The school guidance and counseling programmes should go beyond the students to reach the parents, guardians and the larger society. This is necessary because parents, guardians and larger society have a lot of influences on the school child. Students should be properly counseled and guided to develop good reading culture.
School authority should always organize seminars, workshop and symposium on the ills of examination malpractice in schools. Examination ethics code of conduct should be produced and distributed in institutions and appropriate authorities. This should spell out the duties, responsibilities and penalties needed for the conduct of examination in our school system. There should be full implementation of the examination malpractice decree in Nigeria which advocate for twenty-one years jail term of culprits of examination malpractice. If this is fully implemented, it will serve as a deterrent to other students.
Questions of essay in examinations especially at the tertiary level should be the sort that to examines not only cognitive intelligence but emotional intelligence as well as imaginative intelligence. Examination questions should be the type that requires creative responses not merely regurgitating of facts.
For quality education in Nigeria to be ensured, electronic examination should be encouraged. This allows the students to take examination using the computers to provide answers to the question according to specific time. If all the external examination are taken through the use of computer in Nigeria, the issue of malpractice will be checked to a large extent and a better quality of Nigerian educational system will be ensured.
In an attempt to study the perception of university students on the causes and effect of examination malpractices in Nigeria education system, two research question were raised and analyzed for possible answers using a survey research design method. For hundred university student were randomly selected from the research area. A questionnaire consisting of twenty-five (25) items was constructed, and duly validated by the researchers for the study. The result obtained from the study indicated that a test retest reliability index ranging from 0.77 to 0.85 were feasible. It was also indicative that societal  preference for paper qualification, lack of positive self-concept, lack of effective study skills, inadequate preparation and laziness are some of the cause of examination malpractice among university students. the identified effects included discouragement of candidates from studying hard, denial of admission to deserving students, underachievement in labour market and overall reduction in quality of education.  Based on this, it was concluded that personal and societal factors could cause examination malpractice and the society is likely to suffer from low productivity because of this malaise, examination malpractice (Petters, et’al).
Hakstian (2014) study investigated the effect of anticipation of either an objective combined objective and essays or essay test on students’ study methods and actual performance on both objective and essay examination. In this first of two experiments-conducted under ordinary classroom conditions introductory education students were told to anticipate one of the three midterm examination formats. In the second experiment conducted with language arts students the preparation period was tightly controlled to permit precise, unobtrusive measures of study method. In both experiments each analysis of study method variables and various performance criteria revealed nor reliable differences between the three treatment groups, suggesting that kind of examination expected did not affect amount or type of preparation, or actual performance on either examination type. 
Rind et’al (2019) study assesses the influence of public examination on teaching and learning in higher secondary education. The focus is on of subject of English, taught and assessed at grades 10 and 12 in Pakistan. Using the case of the BISE Sukkur, this study attempts to evaluate the English examination paper from the last 10 years in the first phase. Using Bloom’s learning taxonomy as a theoretical framework, each item in the question papers was analyzed to determined, (1) the cognitive complexities required by the students to respond to the item, (2) the variety of topics and the frequency with which the items are repeated in the different years, and (3) the chapters from which these items were selected. In so doing, the stud highlighted (a) the pattern in which the high and low order learning are prioritized in the examination paper, (b) the frequency and variety in which topis are repeated in different years.

CHAPTER THREE
METHODOLOGY
3.0	INTRODUCTION
The chapter present the methods employed in the course of the research work. The method involved the data collection to the analysis used in the work.
3.1	CONTROL CHART
The control chart is a graph used to study how a process changes over time. Data are plotted in time order. A control chart always has a central line for the average, an upper line for the upper control limit and a lower line for the lower control limit. These lines are determined from historical data. By comparing current data to these lines, you can draw conclusions about whether the process variation is consistent (in control) or is unpredictable (out of control), affected by special causes of variation. 
Control charts for variable data are used in pairs. The top chart monitors the average, or the centering of the distribution of data from the process. The bottom chart monitors the range, or the width of the distributions. If your data were shots in target practice, the average is where the shots are clustering, and the range is how tightly they are clustered. Control charts for attribute data are used singly.

3.2	WHEN TO USE A CONTROL CHART
•	When controlling ongoing  processes by finding and correcting problems as they occur
•	When predicting the expected range of outcomes from a process.
•	When determine whether a process is stable (in statistical control)
•	When analyzing patterns of process variation from special causes (non-routine events) or common causes (built into the process).
•	When determine whether your quality improvement project should aim to prevent specific problems or to make fundamental changes to the process.

CONTROL CHART BASIC PROCEDURE
1.	Choose the appropriate control chart for your data
2.	Determine the appropriate time period for collecting and plotting data.
3.	Collect data, construct your chart and analyze the data
4.	Look for “out of control signals” on the control chart. When one identified, mark it on the chart and investigated the cause. Document how you investigated, what you learned, the cause and how it was corrected.

3.3	A GUIDE TO CONTROL CHARTS
Control chart have two general uses in an improvement project. The most common application is as to tool to monitor process stability and control. A less common, although some might argue more powerful, use of control charts is an analysis tool. The description below provide an overview of the different types off control charts to help practitioners identify the best chart for any monitoring situation, followed by a description of the method for using control chart for analysis
Identifying Variation 
When a process is stable and in control, it displays common cause variation, variation that is inherent to the process. A process is in control when based on past experience it can be predicted how the process will vary (within limits) in the future. If the process is unstable, the process displays special cause variation, non-random variation from external factors.
Control charts are simple, robust tools for understanding process variability
                      CONTROL LIMIT CALCULATED
	LCL	UCL	
Xbar Chart			
R chart			
I chart			
MR chart	0		

3.4   MR CHART
		
Plotted statistic	
	
Center line		
.

3.5     CONTROL CHARRT FOR DISCRETE DATA
C CHART
Used when identifying the total count of defects per unit (c) that occurred during the sampling period, the c-chart allows the practitioner to assign each sample more than one defect. This chart  is used when the number of samples of each sampling period is essentially the same.
U CHART
Similar to a c-chart, the u-chart is used to track the total count of defects per unit (u) that occur during the sampling period and can track a sample having more than one defect. However, unlike a c-chart, a u-chart is used when the number of samples of each sampling period may vary significantly.
NP CHART
Use an np-chart when identifying the total count of defective units (the unit may have one or more defects) with a constant sampling size.
P CHART
Used when each unit can be considered pass or fail – no matter the number of defects – a p-chart shows the number of tracked failures (np) divided by the number of total units (n)
A P chart is a data analysis technique for determining if a measurement process has gone out of statistical control. The P chart is sensitive to changes in the proportion of defective items in the measurement process. The “p” in p chart stands for the p (the proportion of successes) of a binomial distribution the p control chart consists of:
Vertical axis = the percentage of defectives for each sub-group;
Horizontal axis = the sub-group designation.
A subgroup is frequently a time sequence (e.g., the number of defectives in a daily production run where each day is considered a subgroup). If the times are equal spaced, the horizontal axis variable can be generated as a sequence, where N is the number of subgroups.
In addition, horizontal lines are drawn at the mean number of defectives and at the upper and lower control limits. The distribution of the number of defective items is assumed to be binomial. This assumption is the basis for the calculating the upper and lower control limits. The control limits are calculated are:

Where is the total number of the defects divided by the total number of items and N is the number of items in a given sub-group. Note that this means that the control limits can vary with the sub-group. Also, zero serves as a lower bound on the LCL value.

CHAPTER FOUR
DATA PRESENTATION AND DATA ANALYSIS
4.0	INTRODUCTION 
This chapter presents data analysis and interpretation of the findings in the course of the study. 
4.1 	DATA PRESENTATION
 	 	CLASSROOM		 	LABORATORY	
S/n	n	x	p	Q		S/n	n	x	p	q	
1	20	8	0.4	0.6		1	20	13	0.65	0.35	
2	20	6	0.3	0.7		2	20	11	0.55	0.45	
3	20	7	0.35	0.65		3	20	14	0.7	0.3	
4	20	8	0.4	0.6		4	20	12	0.6	0.4	
5	20	9	0.45	0.55		5	20	9	0.45	0.55	
6	20	10	0.5	0.5		6	20	8	0.4	0.6	
7	20	13	0.65	0.35		7	20	19	0.95	0.05	
8	20	12	0.6	0.4		8	20	11	0.55	0.45	
9	20	11	0.55	0.45		9	20	10	0.5	0.5	
10	20	12	0.6	0.4		10	20	12	0.6	0.4	
11	20	6	0.3	0.7		11	20	6	0.3	0.7	
12	20	8	0.4	0.6		12	20	8	0.4	0.6	
13	20	9	0.45	0.55		13	20	9	0.45	0.55	
14	20	12	0.6	0.4		14	20	10	0.5	0.5	
15	20	6	0.3	0.7		15	20	12	0.6	0.4	
16	20	13	0.65	0.35		16	20	9	0.45	0.55	
17	20	12	0.6	0.4		17	20	8	0.4	0.6	
18	20	11	0.55	0.45		18	20	19	0.95	0.05	
19	20	12	0.6	0.4		19	20	11	0.55	0.45	
20	20	6	0.3	0.7		20	20	10	0.5	0.5	
21	20	8	0.4	0.6		21	20	12	0.6	0.4	
22	20	9	0.45	0.55		22	20	8	0.4	0.6	
23	20	12	0.6	0.4		23	20	19	0.95	0.05	
24	20	6	0.3	0.7		24	20	11	0.55	0.45	
25	20	7	0.35	0.65		25	20	10	0.5	0.5	
26	20	8	0.4	0.6		26	20	12	0.6	0.4	
27	20	5	0.25	0.75		27	20	6	0.3	0.7	
28	20	6	0.3	0.7		28	20	8	0.4	0.6	
29	20	4	0.2	0.8		29	20	9	0.45	0.55	
30	20	5	0.25	0.75		30	20	10	0.5	0.5	
 	LIBRARY		 	WORKSHOP	
S/n	n	x	p	q		S/n	n	x	p	q	
1	20	6	0.3	0.7		1	20	6	0.3	0.7	
2	20	5	0.25	0.75		2	20	5	0.25	0.75	
3	20	6	0.3	0.7		3	20	6	0.3	0.7	
4	20	7	0.35	0.65		4	20	7	0.35	0.65	
5	20	4	0.2	0.8		5	20	4	0.2	0.8	
6	20	5	0.25	0.75		6	20	5	0.25	0.75	
7	20	8	0.4	0.6		7	20	8	0.4	0.6	
8	20	6	0.3	0.7		8	20	6	0.3	0.7	
9	20	4	0.2	0.8		9	20	4	0.2	0.8	
10	20	6	0.3	0.7		10	20	6	0.3	0.7	
11	20	7	0.35	0.65		11	20	7	0.35	0.65	
12	20	4	0.2	0.8		12	20	4	0.2	0.8	
13	20	7	0.35	0.65		13	20	7	0.35	0.65	
14	20	6	0.3	0.7		14	20	6	0.3	0.7	
15	20	7	0.35	0.65		15	20	7	0.35	0.65	
16	20	5	0.25	0.75		16	20	5	0.25	0.75	
17	20	6	0.3	0.7		17	20	6	0.3	0.7	
18	20	8	0.4	0.6		18	20	8	0.4	0.6	
19	20	3	0.15	0.85		19	20	3	0.15	0.85	
20	20	7	0.35	0.65		20	20	7	0.35	0.65	
21	20	5	0.25	0.75		21	20	5	0.25	0.75	
22	20	8	0.4	0.6		22	20	8	0.4	0.6	
23	20	4	0.2	0.8		23	20	4	0.2	0.8	
24	20	5	0.25	0.75		24	20	5	0.25	0.75	
25	20	3	0.15	0.85		25	20	3	0.15	0.85	
26	20	7	0.35	0.65		26	20	7	0.35	0.65	
27	20	8	0.4	0.6		27	20	8	0.4	0.6	
28	20	6	0.3	0.7		28	20	6	0.3	0.7	
29	20	7	0.35	0.65		29	20	7	0.35	0.65	
30	20	8	0.4	0.6		30	20	8	0.4	0.6	

 	CONVENIENCES	
S/n	n	x	p	q	
1	20	17	0.85	0.15	
2	20	19	0.95	0.05	
3	20	10	0.5	0.5	
4	20	10	0.5	0.5	
5	20	14	0.7	0.3	
6	20	12	0.6	0.4	
7	20	12	0.6	0.4	
8	20	10	0.5	0.5	
9	20	17	0.85	0.15	
10	20	13	0.65	0.35	
11	20	17	0.85	0.15	
12	20	13	0.65	0.35	
13	20	15	0.75	0.25	
14	20	14	0.7	0.3	
15	20	10	0.5	0.5	
16	20	14	0.7	0.3	
17	20	12	0.6	0.4	
18	20	12	0.6	0.4	
19	20	10	0.5	0.5	
20	20	17	0.85	0.15	
21	20	13	0.65	0.35	
22	20	12	0.6	0.4	
23	20	12	0.6	0.4	
24	20	10	0.5	0.5	
25	20	17	0.85	0.15	
26	20	13	0.65	0.35	
27	20	17	0.85	0.15	
28	20	13	0.65	0.35	
29	20	10	0.5	0.5	
30	20	11	0.55	0.45	

4.2 	DATA ANALYSIS

CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.0 	SUMMARY OF FINDINGS
The research works study the study of academic environment and its conformance to specification. In the process of these study, there are always complains of irregularities, hence the study tend to examine the quality of such study environment. In the course of the work, quality control tools were employed and the results are shown below.
5.1 	CONCLUSION 
From the first, third, fourth and fifth hypothesis, the control chart shows that the Classroom, Library, Workshop and Convenience process is in statistical control since none of the plotted points fall outside the Upper Control Limits (UCLs) and Lower Control Limits (LCLs) while from the second hypothesis, the results obtained in the analysis shows that the process is out of Statistical control with several defects shown. The average control limit shows that we will have approximately seven defects in any of the system/process and with upper control of approximately three Defects
5.2 	RECOMMENDATIONS
	Based on a study of the academic environment and its conformance to specifications, here are five recommendations that could be made:
1.	Strengthen Quality Assurance Mechanisms: Establish or enhance quality assurance mechanisms to monitor and evaluate the academic environment's conformance to specifications. This can include regular audits, internal reviews, and external accreditation processes to ensure ongoing compliance with the specified standards.
2.	Enhance Infrastructure: Identify areas where the academic environment's physical infrastructure does not meet the specified standards and recommend improvements. This could include upgrading facilities, classrooms, laboratories, libraries, and other resources to create a more conducive learning environment.
3.	Strengthen Resource Allocation: Evaluate the availability and accessibility of resources such as textbooks, research materials, technological tools, and equipment. Recommend a more efficient allocation of resources to ensure that they meet the specified standards and are accessible to students and faculty.
4.	Improve Teaching and Learning Practices: Assess the teaching and learning methods employed in the academic environment and their alignment with specified standards. Recommend the adoption of innovative pedagogical approaches, student-centered learning strategies, and the integration of technology to enhance the quality of education.

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