Investigating the Interplay between Student Entering Age and Grades: the Gibbs Sampling Approach

Document Type : Original Article

Authors

1 Department of Statistics, Modibbo Adama University, Yola Nigeria.

2 Department of Statistics, University of Ibadan, Nigeria

10.21608/esju.2025.353780.1065

Abstract

Although periodic review of the requirements for admission into universities in Nigeria are essential for quality education and enhanced academic performance, however, they at times have negative consequences, such as inconsistent policies resulting in unstable benchmark standard. This paper appraises students’ academic performance using the Bayesian Linear Regression Model in comparison with classical linear regression model. A sample of 146 graduating students from the Faculty of Physical Sciences, Modibbo Adama University Yola was used. The study reveals that the final Cumulative Grade Point Average (CGPA) of students does not depend on their entry age but on their first-year CGPA. On the basis of the standard error of the parameter estimates as well as Bayesian Credible Interval and Confident Interval, the Bayesian approach performed better than the classical Linear Regression Model. Against the backdrop of pegging the entry age for Nigerian tertiary institutions, the work recommends that Age should not be considered a barrier to intending students while admonished them to take their academic activities seriously right from the first year.

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