Education is crucial to the development of any profession. The need to produce teachers capable of functioning as quality practitioners in the school system is irreplaceable. The necessity becoming more obvious with increasing cost of education, increasing inflation and economic crises in both developed and developing countries. Similarly, Sophisticated advances in technology, increasing awareness in the populace and the overall increase in available knowledge through the internet have also increased the expectations of the public for quality education. One of the most basic and reasonable things done in producing qualitative teachers is to begin by selecting right candidates as far as entry qualifications are concerned.
Decline in the performance of the students at examinations in Nigeria is still a serious issue among educational practitioners. Some people felt that the large number of students and the young age of the students are the major contributing factors to this high failure rate. Others observed that the quality of teaching, disruptions of the academic calendar due to frequent Stay at-home orders by labour unions, inadequate facilities, the validity of the SSCE, JAMB-UME scores, the entry admission procedures and class size are the major factors affecting pre-service teachers’ academic achievement. This study therefore intends to investigate whether any difference exist among pre-service teachers learning outcome as a result of mode of admission.
