Students’ Performance in Core and Service Courses: A Test of Valence-instrumentality Expectancy Theory

  •  Bamikole Fagbohungbe    


Spurred by the observed attitudes of students’ to service courses and the attendant consequences of their inability to appreciate the relevance of courses offered by other departments, this study examined the effect of students positive or negative attitudes toward service or borrowed courses on student’s performance in such courses. A non-experimental survey research design was used to study 200 students randomly selected from two departments (Accountancy and Insurance) from Lagos state Polytechnic. Anchored on the submission of valence-instrumentality- expectancy theory of Vroom (1964), it was hypothesed that students who score high in the service course appreciation questionnaire (SCAQ) would also score high in service courses. The result of independent t-test showed that the high and low groups were significantly different in their performance across the two dimensions (positive and negative) measured. The generalization from the study is that for students to acquire qualitative and functional education, intensive attention must be paid to all courses of study.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1925-4725
  • ISSN(Online): 1925-4733
  • Started: 2011
  • Frequency: semiannual

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