Abstract

The state of built-environment planning in Nigerian cities is appalling. Implementation of effective land boundary allocation and information is vital to improve this situation. Therefore, graduates in the built-environment discipline must demonstrate adequate knowledge so as to meet intended professional objectives. This study seeks to assess the relationship between entrance requirements and academic performance in surveying courses in built-environment undergraduate programs at Lagos State Polytechnic. To achieve this aim, a content analysis of student records was carried out. Linear regression and discriminant analysis were used to determine the relationship between and the strength of predictor variables. The results of the study reveal that mathematics Ordinary Level (O Level) results are a predictor of a student’s academic performance but indicate a weak relationship. The results of the discriminant analysis show that none of the O Level entrance requirements are a predictor of academic performance in a surveying program. This is an indication for educators and policy-makers that entrance qualifications for undergraduate programs might not be the major determinant of academic performance.