Influence Of Student Support Services On Students’ Academic Performance
[A CASE STUDY OF COLLEGE OF EDUCATION IKERE EKITI, EKITI STATE]

Table 5 presents the mean and rank order of respondents’ view on the influence of student support services on students’academic performance. The table indicates that item 1 which states that provision of “efficient student affairs unit in the college” ranked 1st with a mean score of 3.24. Item 3 which states that “involvement in decision making on issues affecting their welfare” ranked 2nd with a mean score of 3.17.  “adequate guidance and counselling services”Ranked 3rd with a mean score of 3.15. On the other hands, item 17 which states that provision of “adequate provision  of library materials in the college library” ranked 19th with a mean score of  2.83. Item 21 which states that provision of “efficient trained sport personnel in the college” ranked 20th with a mean score of 2.80, while item 10 which states that “regular power supply in the college” ranked 21st with a mean score of 2.77. Since all the twenty items have mean scores that are above the mid-cut off point of 2.50, then it can be said that respondents attested to the provision of the student support services listed on the table.
Hypotheses Testing
    Four null hypotheses were postulated and tested for this study. The hypotheses were tested using t-test and ANOVA statistical methods at 0.05 level of significance.
Hypothesis One:    There is no significant difference in the influence of student support services on students’ academic performance in College of Education, Ikere, Ekiti state on the basis of gender
Table 6:    Mean, Standard Deviation and t-value on the Respondents’ view on Influence of Student Support Services on Students’academic Performance in College of Education, Ikere, Ekiti state on the Basis of Gender

Table 6 shows that the calculated t-value of 4.89 is greater than the critical t-value of 1.96 with corresponding p-value of .000 which is less than 0.05 alpha level of significance. Since the calculated t-value is greater than the critical t-value, the hypothesis which states that there is no significant difference in the influence of student support services on students’academics performance in College of Education, Ikere, Ekiti state on the basis of gender is therefore rejected.