Learning Approaches as Predictors of Academic Performance of Undergraduate Students in Ahmadu Bello Universiy, Zaria
Learning Approaches as Predictors of Academic Performance of Undergraduate Students in Ahmadu Bello Universiy, Zaria
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Date
2014-05
Authors
Ladan, M.A.
Balarabe, F.
Sani, D.K.
Musa, H.A.,
Salihu, A.A.
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Abstract
Background: The research was conducted to investigate learning approaches as predictors of academic
performance of undergraduate students in Ahmad Bello University, Zaria. The aim was to assess the learning
approach of undergraduate students in Ahmadu Bello University, Zaria. The objectives are to determine the
predominant learning approach, identify factors that influence the students learning approach and explore the
relationship between approaches to studying and academic achievement of undergraduate students of Ahmadu
Bello University, Zaria.
Materials and methods: A non-experimental descriptive survey method was employed and analysis was done
using SPSS version 21. The sample technique was probability (simple random) type of sample technique base on
faculty. The sample size was calculated to 395 using Yamane formula. 395 questionnaires were administered
out of which 375 were retrieved.
Results: The study shows that 81.1% of the students were aware of learning approach and the predominant
learning approach mostly used by Ahmadu Bello University, Zaria undergraduate students is surface approach
(M=14.88,SD=2.64). The study identified personal factors, family factors, school factors and peer factors and
social factor as factors that influence the students learning approach. It also shows that there is a significant
relationship between learning approach and academic achievement (R=0.205,p=0.005).
Conclusion: The predominant learning approach adopted by Ahmadu Bello University, Zaria undergraduate
students is surface approach. However, deep approach significantly predict high academic achievement.
Personal factors, family factors, school factors, peer factors and social factors were also identified as factors
that influence the students learning approach. Finally, it can be clearly stated that there is significant
relationship between learning approach and academic achievement with deep approach having the highest
preference for academic achievement.
Recommendation: It is recommended that some number of students should be assign to an academic coach
for advice on learning approach, there should be regular enlightenment program to discuss factors that could
improve students’ approach to learning. As well as to motivate the returning undergraduate students towards a
deeper approach to studying which would be beneficial to them in achieving the expected long term goals
Description
Post-print Journal Article
Keywords
Learning Approaches,, Academic Performance,, Undergraduate Students,, Ahmadu Bello Universiy Zaria,