ACADEMIC HARDINESS AS DETERMINANT OF ACHIEVEMENT IN MEASUREMENT AND EVALUATION AMONG COLLEGE OF EDUCATION STUDENTS IN OGUN STATE

Strenuous academic pressure and limited social and personal time can add to the normal stress ofl ife and begin to have negative effect on a person. Academic hardiness helps to insulate students from the effects of stress and predicts future academic well-being. The study examines academic hardiness as determinant of achievement in Measurement and Evaluation among College of Education students in Ogun State. The participants comprise 210 third year students randomly selected from Federal, State and Private Colleges of Education in Ogun State. Year three students were used because they have completed the course content of Measurement and Evaluation in their second year. A modifiedform ofL opez et al (2005) Revised Academic Hardiness Scale (RAHS) was used to assess students' academic hardiness while their achievement in Measurement and Evaluation was measured by a 40-item multiple choice Measurement and Evaluation Achievement Test (MEAT). The modified RAHS has a Cronbach's alpha of 0.82 as a measure ofthe internal consistency of its items. The MEAT, on the other hand, achieved a 4-week test-re-test reliability coefficient of0.78 when pilot tested on a similar group. Data were analysed using Pearson Product Moment Correlation statistic and One way Analysis of Variance. The results showed that there was a significant positive correlation between students' academic hardiness and achievement in Measurement and Evaluation and that students' academic hardiness differed significantly based on types of College of Education. The study recommended among others that exposure of students to the life and times of great inventors, achievers and highflyers in the education domain may serve as an impetus needed to kick-start the development of hardy attitude in the face of academic challenges.