Learning Approaches as Predictors of Academic Performance of Undergraduate Students in Ahmadu Bello Universiy, Zaria

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dc.contributor.authorLadan, M.A.
dc.contributor.authorBalarabe, F.
dc.contributor.authorSani, D.K.
dc.contributor.authorMusa, H.A.,
dc.contributor.authorSalihu, A.A.
dc.date.accessioned2017-12-06T09:27:51Z
dc.date.available2017-12-06T09:27:51Z
dc.date.issued2014-05
dc.descriptionPost-print Journal Articleen_US
dc.description.abstractBackground: 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 goalsen_US
dc.identifier.urihttp://hdl.handle.net/123456789/9615
dc.language.isoenen_US
dc.subjectLearning Approaches,en_US
dc.subjectAcademic Performance,en_US
dc.subjectUndergraduate Students,en_US
dc.subjectAhmadu Bello Universiy Zaria,en_US
dc.titleLearning Approaches as Predictors of Academic Performance of Undergraduate Students in Ahmadu Bello Universiy, Zariaen_US
dc.typeArticleen_US
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