CONSTRUCTIVE ACADEMIC PLANNING AND STUDENTS' PERFORMANCE IN BENJAMIN UWAJUMOGU STATE COLLEGE OF EDUCATION, IHITTE UBOMA

Abstract

Constructive academic planning remains pivotal to student success in Nigerian colleges of education, where teacher trainees require structured support to develop professional competencies. This study examined the impact of constructive academic planning on students’ academic performance at Benjamin Uwajumogu State College of Education (BUSCED), Ihitte Uboma, Imo State. Employing a quantitative-dominant mixed-methods design, the research assessed planning practices, identified implementation barriers, and evaluated correlations with performance indicators such as cumulative grade point averages (CGPAs) and retention rates. Data from 200 NCE students, 30 academic staff, and 10 department heads revealed strong positive relationships between effective planning elements (timetable stability, resource allocation, and curriculum alignment) and improved academic outcomes. Findings underscore the need for streamlined institutional strategies to enhance teacher preparation. Recommendations include tailored frameworks for resource-constrained colleges to boost retention and overall educational quality.