CLUSTERING ANALYSIS ON FACTORS RESPONSIBLE FOR STUDENTS’ ACADEMIC LOW PERFORMANCE IN PLATEAU STATE POLYTECHNIC BARKING LADI, PLATEAU STATE
DOI:
https://doi.org/10.33003/fjs-2025-0905-3519Keywords:
Cluster, Factors, Performance, Academic, LowAbstract
Low academic performance among students in tertiary institutions has become a significant concern, particularly in developing countries like Nigeria. This challenge has manifested in high failure rates, poor examination outcomes, and declining graduation statistics. Despite various efforts by institutions and governments to curb this trend, there remains a lack of comprehensive, data-driven analysis to pinpoint the underlying causes. This gap has limited the effectiveness of interventions, necessitating a more systematic approach. This study investigates the factors contributing to low academic performance among students at Plateau State Polytechnic Barkin Ladi, using a clustering analysis approach. The research identifies individual, institutional, and environmental factors influencing academic outcomes. Data were collected from 300 students through structured questionnaires and analyzed using hierarchical cluster analysis and principal component analysis. The findings reveal that motivation, study habits, quality of teaching, curriculum relevance, access to resources, parental involvement, peer influence, and socioeconomic status are critical factors. The study concludes that a holistic approach is necessary to address low academic performance, recommending targeted interventions to enhance student motivation, improve teaching quality, increase access to resources, strengthen parental and community involvement, and address socioeconomic barriers. This research provides insights for stakeholders in the educational sector to develop effective strategies for improving academic performance.
References
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Areepattamannil, S. (2011). Academic self-concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. https://qspace.library.queensu.ca/handle/1974/6713
Asiyai, R. I. (2014). Students' perception of the condition of their classroom physical learning environment and its impact on their learning and motivation. College Student Journal, 48(4), 716-726.
Bettinger, E. P., & Baker, R. B. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36(1), 3-19. https://doi.org/10.3102/0162373713500523
Blanco, C. (2008). Academic achievement and contributions of institutional resources for student support. https://drum.lib.umd.edu/handle/1903/8052
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and research for the sociology of education (pp. 241-258). Greenwood Press.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405-410. https://doi.org/10.1037/0022-0663.83.3.405
Brophy, J. (2013). Motivating students to learn (3rd ed.). Routledge.
Castro, M., Expsito-Casas, E., Lpez-Martn, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2011). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. https://doi.org/10.1016/j.edurev.2015.01.002
Chen, X. (2005). The peer group as a context: Mediating and moderating effects on Relations between academic achievement and social functioning in Chinese children. Child Development, 76(4), 893-912. https://doi.org/10.1111/j.1467-8624.2005.00890.x
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
Cred, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Crisp, G., & Nora, A. (2010). Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education, 51(2), 175-194. https://doi.org/10.1007/s11162-009-9151-x
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. Jossey-Bass.
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. https://doi.org/10.1016/j.intell.2006.02.001
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Dunn, R., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Bergin & Garvey.
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Pearson Education.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271. https://doi.org/10.1257/aer.100.2.267
Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134. https://doi.org/10.3758/s13423-011-0181-y
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110. https://doi.org/10.1177/0042085906293818
Korobova, N., & Starobin, S. S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72-85.
Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14(2), 219-224. https://doi.org/10.3758/BF03194055
Korobova, N., & Starobin, S. S. (2015). A comparative study of student Engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72-85. https://doi.org/10.32674/jis.v5i1.442
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148-161. https://doi.org/10.1037/0022-3514.86.1.148
Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527. https://doi.org/10.5897/ERR.9000069
Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. https://doi.org/10.3102/00028312043002193
Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2007). A psychometric study of the index of learning styles. Journal of Engineering Education, 96(4), 309-319. https://doi.org/10.1002/j.2168-9830.2007.tb00941.x
Lovelace, M. K. (2005). Meta-analysis of experimental research based on the Dunn and Dunn model. The Journal of Educational Research, 98(3), 176-183. https://doi.org/10.3200/JOER.98.3.176-183
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760-768. https://doi.org/10.1037/0022-0663.82.4.760
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. https://doi.org/10.1037/a0033546
Nonis, S. A., & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business, 85(4), 229-238. https://doi.org/10.1080/08832320903449550
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14. https://doi.org/10.3102/0013189X021008005
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188. https://doi.org/10.1525/aeq.1998.29.2.155
Okojie, V. (2010). The role of libraries in supporting open and distance education in Nigeria. PNLA Quarterly, 74(3), 32-35.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles and issues (7th ed.). Pearson Education.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Renzulli, J. S. (2016). Conception of giftedness and its relationship to the development of social capital. In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), Social and emotional development of gifted children: What do we know? (pp. 1-14). Prufrock Press.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101-111. https://doi.org/10.1207/S15326985EP3502_4
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291. https://doi.org/10.1016/j.compedu.2013.11.002
Senkbeil, M., & Damer, M. (2021). Profiles of self-concept, motivation and self-regulation for economic/commercial college students and their relationship to academic achievement. Empirical Research in Vocational Education and Training, 13(1), 1-27. https://doi.org/10.1186/s40461-021-00116-w
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Stedman, L. C. (1987). It's time to pay the tuition: A reply to Ogbu on academic disengagement. Anthropology & Education Quarterly, 18(4), 257-263. https://doi.org/10.1525/aeq.1987.18.4.04x0661g
Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47(6), 723-729. https://doi.org/10.1037/0003-066X.47.6.723
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. https://doi.org/10.3102/0034654310393361
Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. https://doi.org/10.3102/0034654313483907
Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68(6), 1198-1209. https://doi.org/10.1111/j.1467-8624.1997.tb01994.x
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social support from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology, 95(1), 111-123. https://doi.org/10.1037/0022-0663.95.1.111
Areepattamannil, S. (2011). Academic self-concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. https://qspace.library.queensu.ca/handle/1974/6713
Asiyai, R. I. (2014). Students' perception of the condition of their classroom physical learning environment and its impact on their learning and motivation. College Student Journal, 48(4), 716-726.
Bettinger, E. P., & Baker, R. B. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36(1), 3-19. https://doi.org/10.3102/0162373713500523
Blanco, C. (2008). Academic achievement and contributions of institutional resources for student support. https://drum.lib.umd.edu/handle/1903/8052
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and research for the sociology of education (pp. 241-258). Greenwood Press.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405-410. https://doi.org/10.1037/0022-0663.83.3.405
Brophy, J. (2013). Motivating students to learn (3rd ed.). Routledge.
Castro, M., Expsito-Casas, E., Lpez-Martn, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2011). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. https://doi.org/10.1016/j.edurev.2015.01.002
Chen, X. (2005). The peer group as a context: Mediating and moderating effects on Relations between academic achievement and social functioning in Chinese children. Child Development, 76(4), 893-912. https://doi.org/10.1111/j.1467-8624.2005.00890.x
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
Cred, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Crisp, G., & Nora, A. (2010). Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education, 51(2), 175-194. https://doi.org/10.1007/s11162-009-9151-x
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. Jossey-Bass.
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. https://doi.org/10.1016/j.intell.2006.02.001
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Dunn, R., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Bergin & Garvey.
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Pearson Education.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271. https://doi.org/10.1257/aer.100.2.267
Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134. https://doi.org/10.3758/s13423-011-0181-y
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110. https://doi.org/10.1177/0042085906293818
Korobova, N., & Starobin, S. S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72-85.
Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14(2), 219-224. https://doi.org/10.3758/BF03194055
Korobova, N., & Starobin, S. S. (2015). A comparative study of student Engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72-85. https://doi.org/10.32674/jis.v5i1.442
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148-161. https://doi.org/10.1037/0022-3514.86.1.148
Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527. https://doi.org/10.5897/ERR.9000069
Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. https://doi.org/10.3102/00028312043002193
Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2007). A psychometric study of the index of learning styles. Journal of Engineering Education, 96(4), 309-319. https://doi.org/10.1002/j.2168-9830.2007.tb00941.x
Lovelace, M. K. (2005). Meta-analysis of experimental research based on the Dunn and Dunn model. The Journal of Educational Research, 98(3), 176-183. https://doi.org/10.3200/JOER.98.3.176-183
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760-768. https://doi.org/10.1037/0022-0663.82.4.760
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. https://doi.org/10.1037/a0033546
Nonis, S. A., & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business, 85(4), 229-238. https://doi.org/10.1080/08832320903449550
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14. https://doi.org/10.3102/0013189X021008005
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188. https://doi.org/10.1525/aeq.1998.29.2.155
Okojie, V. (2010). The role of libraries in supporting open and distance education in Nigeria. PNLA Quarterly, 74(3), 32-35.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles and issues (7th ed.). Pearson Education.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Renzulli, J. S. (2016). Conception of giftedness and its relationship to the development of social capital. In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), Social and emotional development of gifted children: What do we know? (pp. 1-14). Prufrock Press.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101-111. https://doi.org/10.1207/S15326985EP3502_4
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291. https://doi.org/10.1016/j.compedu.2013.11.002
Senkbeil, M., & Damer, M. (2021). Profiles of self-concept, motivation and self-regulation for economic/commercial college students and their relationship to academic achievement. Empirical Research in Vocational Education and Training, 13(1), 1-27. https://doi.org/10.1186/s40461-021-00116-w
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Stedman, L. C. (1987). It's time to pay the tuition: A reply to Ogbu on academic disengagement. Anthropology & Education Quarterly, 18(4), 257-263. https://doi.org/10.1525/aeq.1987.18.4.04x0661g
Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47(6), 723-729. https://doi.org/10.1037/0003-066X.47.6.723
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. https://doi.org/10.3102/0034654310393361
Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. https://doi.org/10.3102/0034654313483907
Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68(6), 1198-1209. https://doi.org/10.1111/j.1467-8624.1997.tb01994.x
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social support from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Published
2025-05-31
How to Cite
Jugul, S. D. (2025). CLUSTERING ANALYSIS ON FACTORS RESPONSIBLE FOR STUDENTS’ ACADEMIC LOW PERFORMANCE IN PLATEAU STATE POLYTECHNIC BARKING LADI, PLATEAU STATE. FUDMA JOURNAL OF SCIENCES, 9(5), 213 - 221. https://doi.org/10.33003/fjs-2025-0905-3519
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Research Articles
FUDMA Journal of Sciences
