Volume 9, Issue 6. October 2023
Preliminary Pages of Volume 9, Issue 6. October 2023
Relationship Between Self-Efficacy and Academic Achievement of Students in Mathematics
Bini, O. Josephine & Idehen, F. Osadebamwen
Abstract
This study investigated the relationship between academic self-efficacy and academic achievement of
students in Mathematics. Employing correlational and expo-facto research designs, the study raised four
questions and tested four hypotheses at the 0.05 significance level. It randomly sampled 187 out of 4,275
students from 39 public and private senior secondary schools in Ethiope East Local Government Area, Delta
State, Nigeria. Data were collected using school terminal results and a Mathematics Self-efficacy Scale(MSES)
The MSES yielded high reliability (Cronbachs alpha = 0.845). Analysis revealed a strong positive relationship
between academic self-efficacy and mathematics achievement. The study further revealed positive but not
significant relationship between academic self-efficacy and academic achievement of male and female, public
and private school and urban and rural school students, respectively. The study suggests implementing
counseling services to address low self-efficacy and promoting awareness among students about the benefits
of high self-efficacy for enhanced academic achievement in Mathematics.
Keywords: Self-efficacy, Academic achievement, Mathematics
Improving Students' Interest in Biology Using PowerPoint Presentation and Flipchart Teaching Strategies
Okereke, E. Innocent & Okoro, N. Goodluck
Abstract
Improving students’ low interest in Biology prompted this study on effects of PowerPoint presentation and flipchart
strategies on students interest in Biology regardless of gender and school location. It has three research questions
and four null hypotheses. Pretest-posttest non-equivalent control group design was used. Using simple random
sampling and purposive sampling techniques, 144 SS II Biology students from four public co-educational secondary
schools in Nsukka LGA served as sample. The instrument for data collection was a rating scale titled Biology Interest
Scale (BIS) with a Cronbach Alpha reliability estimate of 0.86. Mean and standard deviation were utilized to answer
the research questions, and Analysis of Covariance (ANCOVA) was employed to test the null hypotheses at a
significance level of 0.05. The findings, among other things, showed that students who were taught Biology using a
PowerPoint presentation scored more favourably on the interest scale than those who were taught using flipcharts
strategy. It also revealed that when Biology is taught using PowerPoint presentation and flipchart teaching
strategies, gender has no significant influence on students interest in Biology, although school location does. The
findings led to a conclusion, with recommendations among which is that Biology teachers should receive training
through workshops, orientation courses, and seminars on how to use PowerPoint presentation and projectors to
teach Biology concepts.
Keywords: PowerPoint presentation, curriculum, flipchart, interest, gender, school location
The Educational Implication on the Role of Improvisation in Teaching and Learning of Mathematics in Nigerian Primary and Secondary Schools
Umar Gambo, Abubakar Mustapha, Safiya Abdul'Azeez & Muhammad Sani
Abstract
The availability and utilization of instructional materials are problematic to the developing countries like Nigeria unlike
the developed ones. However, this is due to lack of technological development and the resources available. What is
therefore required to improve the situation in schools an improvisation in teaching and learning of mathematics in
order to provide a sense of satisfaction, quickening of interest and thus, the best kind of motivating stimulus to the
students. Moreover, against this background, the research work attempts to documents the roles of improvisation in
teaching and learning of mathematics in schools, highlight on the importance or uses of the improvisations, the need
for improvisation, and the criteria for improvising an improvisation (improvisational materials. Finally, the research
work ended by a conclusion and recommendation which outlines the roles of mathematics teachers, students, non-
governmental bodies and government in the provision and maintenance of mathematics improvisational materials
(improvisation) in schools especially primary and secondary schools.
Key Words: Role, improvisation, teaching, and learning
Information and Communication Technology (ICT) Skills Possessed by Pre- Primary School Teachers in the University of Nigeria Nsukka
Ekesionye N. Edith; Nwankwor Paulinus P.; Raphael F. Onyedikachi, Ejiofor J. Ngozi; Theresa Ofoegbu & Asogwa Uche
Abstract
This study set out to ascertain the Information and Communication Technology (ICT) skills possessed by pre-primary
school teachers in the University of Nigeria Nsukka. Two research questions were posed for the study. Seventy-seven
(77) pre-primary school teachers from University of Nigeria, Nsukka were sampled in the study. Descriptive Survey
research design was used for the study. A questionnaire adopted by the researchers served as the instrument of data
collection. The two research questions were answered using simple percentage scores and mean and standard
deviation. Results showed that the qualification of pre-primary school teachers in Nsukka Campus was not highly
satisfactory. The level of ICT skills possessed by the pre-primary school teachers was low. Based on the findings; it was
recommended that government and private sectors should make adequate efforts to provide ICT equipment and also
train teachers to effectively use them for the effective learning of the children.
Keywords: Information and Communication Technology, ICT skills, Pre-primary school, Teachers Qualification
CAN-8 Virtualab: A Virtual Language Laboratory and Learning Management System (LMS): A review and Justification for its Adoption in Nigeria Universities
Okeke, H. Chinedu, Ofoegbu, Theresa O. & Asogwa, U. David
Abstract
The CAN-8 VirtuaLab offers all elements of the learning environment, including content distribution and
development, student administration, class and lesson planning, and upholding the confidentiality of student and
instructor work. This complete system is simple to use for instruction and testing in a classroom setting as well as
for remote learning for members. The system was created with efficiency in mind, so it only takes a few seconds
for teachers to assess students’ work and focus on the students who need the most assistance. Students also
appreciate how easy it is to access classes and how they can get individualised instructor comments as soon as
their work is graded. Although the CAN-8 Virtualab can transmit a wide range of educational resources, the system
is tailored for language training, making it feasible to deliver training materials in a variety of First Nations
languages. There is also a lot of First-Nations Syllabic character support hence a need for the review of this virtual
lab as it holds enormous benefit to language education.
Keywords: CAN-8 VirtuaLab, language laboratory, learning management system, virtual laboratory
Availability and Accessibility of Information and Communication Technology Facilities for Teaching Geography in Public Secondary Schools Zaria Metropolis, Kaduna State, Nigeria
Jamoh Fatima Aminu
Abstract
This study investigated the availability of information and communication technology facilities and how accessible
they are for teaching geography in Public Secondary Schools in Zaria Metropolis. Descriptive method adopted with
sample of 40 Geography Teachers. Two research instruments used; Checklist for the Availability of ICTs in the schools
and Questionnaire on how accessible the Available ICTs for teaching geography and factors hindering ICTs accessibility
for teaching geography (QAAFTG). Instruments were validated and the reliability coefficient of the questionnaire was
0.78. Frequency and Percentage used to analyze collected data. The study found the availability of ICT facilities in the
schools were low, resulting in low accessibility for teaching geography in the government secondary schools in Zaria
Metropolis and some of the factors hindering the accessibility were inadequate power and ICT expertise. Government
should ensure that required ICT facilities are provided and accessible in all public secondary schools in the State was
recommended.
Keywords: Available ICTs, Geography Education, Secondary School, Accessible ICTs
Effect of Mastery Learning on Secondary School Students' Academic Performance and Retention in Basic Science and Technology in Etinan Local Government Area
Akpan, M. Effiong & Aniebiet PiusTom
Abstract
This study investigated the effect of mastery learning on secondary school students’ academic performance and
retention in basic science and technology in Etinan Local Government Area. Three research questions and three
null hypotheses gave direction to the study. Quasi experimental research design was adopted for the study. The
study sample comprised 220 students selected using simple random sampling technique. The instrument for data
collection was Basic Science and Technology Performance Test with a reliability index of 0.87 obtained using test-
retest method. Data collected were analyzed using mean, standard deviation and independent t-test. Findings
showed that students who were taught basic science and technology using mastery learning had better
performance and retention scores than those who were taught using the expository method. Gender had no
significant influence on the academic performance of students taught basic science and technology using mastery
learning. It was recommended among others that teachers should adopt mastery learning strategy to improve
students’ academic performance in basic science and technology.
Keywords: Mastery learning, Learning Retention and Gender.
Types, Causes and Consequences of Deviant Behaviours Among Adolescent Senior Secondary School Students in Egor Local Government Area of Edo State
Nwokwule G. Ifeyinwa & Anyiam C. Muriel
Abstract
The study considered types, causes, consequences and counselling strategies for managing deviant behaviours.
Deviant behaviours among youths and adolescents have become a global issue of concern to the security of the
Nation in general. Croosman (2014) defined deviant behaviour as being in contrary to the norms of the society. It
can be addressed as behaviours that are not in conformity with cultural and societal norms and values. The study
enumerated types of deviant behaviours such as truancy, stealing, cultism, prostitution, bullying, indecent
dressing, sexual immorality and others. Also, possible causes that can lead to deviant behaviours such as parental
background, influence of mass media, society and peer group influences were considered. Onyekwuru and
Thompson (2012) reported that some deviant persons who grow up in a dysfunctional family and environment
can usually suffer from psychological problems such as rejection, no self-worth, bullying, criminality and suicide
attempts. It therefore become necessary to multiplicity address the types, causes and consequences of deviant
behaviours. These young ones need not to be ignorant of beliefs, roles, skills, values and setting up good goals for
better achievement and adjustment in life. Also, for deviant behaviours such as bullying and truancy, victims might
always feel unhappy, anxious and find it difficult to concentrate on their studies. They may stay away from school
and such situation can lead to poor academic performance, failures and can end up as school drop-out, thereby
constituting risk for criminality. Some may end up in robbery, prostitution among others. Various therapeutic
measures and recommendations were then stipulated such as modelling, shaping, use of Rational Emotive
Therapy among others to use in managing deviant behaviours.
Keywords: Deviants, Parental background, Values, Poor academic performance, Criminality.
Effectiveness of Video Blog Instructional Package and Senior Secondary School Academic Performance in Geography in Ondo State, Nigeria
Abidoye J. Alabi
Abstract
The study examined the effect of video blog instructional package (VBIP) on Secondary school students’ academic
performance in Geography in Akure South local government area of Ondo State. The study adopted a pretest-
posttest control group quasi experimental research design. The sample size consisted of 87 Geography students
randomly sampled from four secondary schools in the local government area. Intact classes were used in all the
selected schools. The participants were assigned into two groups (experimental and control). The experimental
groups were taught with Video Blog Instructional Package (VBIP). While the control groups were taught with
Conventional Teaching Method (CTM). Two instruments were used in the study, they are; Geography Students’
Performance Test (GSPT) and video blog instructional package (VBIP). Two research hypotheses were formulated
and tested in the study at 0.05 level of significance. The results revealed that there is significant main effect of
treatments (Video Blog Instructional Package) on students’ academic performance in Geography (F(1,82) = 25.250;
p<0.05, partial η2 = . 235). The study also shows that there was no significant difference between the academic
performance of male and female students taught with VBIP (F(1,82) = 1.562; p > 0.05; ƞ2 = .019). The study
recommends that the use of VBIP should be encouraged in secondary schools, both male and female teachers
should be motivated further to use VBIP in secondary schools for instructions.
Keywords: Video blog, instructional package, conventional teaching method, secondary school
Social Media Utilization Among Christian Religious Studies (CRS) Students in South-East, Nigeria
Efido, B. S. Okechukwu
Abstract
This study sought to find out social media utilization among secondary school students to promote students use of
modern technology in Southeast, Nigeria. Two research questions guided the study. Using descriptive survey design,
the study made use of the population of twenty-three thousand, four hundred and sixty-six (23,466) SS II students
from the different public secondary schools in southeast zone, Nigeria. The sample size of this study was 384 SS II CRS
students using the Taro Yamane formula for sample size. The instrument for data collection in this research was
researcher-developed rating scale titled, Students on social media and utilization (SOSMAU-Q). The data collected
were analyzed using frequency and percentage. The findings of the study based on the data analyzed and discussed
revealed that a large number of secondary school students are using WhatsApp, Facebook, and Messenger. This is
closely followed by Instagram, Twitter and YouTube. On the contrary, the number of students who use Myspace, My
chat and 2Go is less. Also, a very few students use LinkedIn, Google scholar, and Research gate. Most secondary school
students spent average hours of 5-10 hours and 11-14 hours surfing social media. This shows that secondary school
students spent greater hours using social media. Based on the findings of the study, it was recommended that
students should be encouraged to use social media like LinkedIn, google scholar and research gate. Students should
minimize the time they spent on social media and try to engage themselves in activities that will bring academic
success.
Keywords: Christian Religious Studies (CRS), Social Media Utilization, South-East Nigeria, Students
Effect of Concept Mapping Instructional Strategy on Students Attitude and Motivation to Genetics Among Senior Secondary School Students in Bauchi Metropolis
Isiyaku Sani, Danladi S. Zayum & Adamu G. Jibrin
Abstract
This study investigated the effect of Concept Mapping Instructional Strategy (CMIS) on Attitude and Motivation to
Genetics among SSII in Bauchi Metropolis. Quasi-experimental design with pretest and posttest control group was
used with population of 1,109 (555 male and 554 female) SSII students. Simple random sampling was used to select
two schools and a sample of 100 SSII students (46 male and 54 female). The sample was divided into experimental
and control groups. Attitude to Genetics Questionnaire (r=0.78) and Students Motivation to Genetics Questionnaire
(r=0.88) were used in data collection. After the pre and post- test intervention, research questions were analyzed
using mean and standard deviation while hypotheses were tested using Analysis of Co-variance (ANCOVA) and t-test
at P≤0.05 level of significance. Findings revealed that students show positive attitude to CMIS and were motivated
by it. Biology teachers were urged to use CMIS to improve students attitude and motivation in learning genetics.
Keyword: attitude, concept map, genetics, motivation and traditional method of teaching.
Effect of Problem-Based Learning on Academic Performance in Genetics Among Senior Secondary School Students in Bauchi State
Khalid Abdulhamid, Danladi S. Zayum & Adamu G. Jibrin
Abstract
This study investigated the effect of problem-based learning on students’ academic performance in genetics among
secondary school students in Bauchi state. The study adopted quasi-experimental non-randomized pre-test posttest
control group. The population consisted of 3,328, with sample size of 120 students (62 male and 58 female).
Purposive sampling was used to select two co-educational schools in Bauchi state. Two intact classes from two
co-educational schools were randomly selected and assigned as experimental and control groups. Both were
pre-tested before the treatment and post tested after treatment. Genetic Performance Test (GPT) with reliability
coefficient of r = 0.85 and Self-directed Learning Scale (SDLS) with reliability coefficient r = 0.78 were used for data
collection. Analysis of covariance (ANCOVA) and t-test were used for analyzing the data collected at 0.05 level of
significance. The study found that students taught using problem-based learning performed better than those
taught using traditional method.The same result was obtained in their performance and self-directedness in learning
The study recommended that Biology teachers should adopt the use of problem-based learning to improve students
performance in genetics.
Keywords: Gender; Genetics; Performance; Problem-based learning; Traditional method of teaching;
Effect of Blended Teaching Instructional Approach on the Performance of Biology Students in Public and Private Senior Secondary Schools in Abeokuta South, Ogun State
Joy A. Onipede, Zainab O. Mutairu, Mohammed Isyaku, Adenike A. Shosanya & Johnson O. Olabode
Abstract
The study investigated the effect of blended teaching instruction on the performance of biology students in public
and private senior secondary schools. Quasi-experimental design was adopted. The sample consisted of 240 senior
secondary two (SSII) biology students drawn from eight public and private secondary schools in the study area. Two
research questions and three hypotheses guided the study. Biology Achievement Test (BAT) was used for data
collection. Mean and standard deviation was used to answer the research questions while ANCOVA was used to test
the hypotheses at p<0.05. Result shows that the performance of students taught through blended learning was
statistically significantly better than conventional learning (F(1,231)=48.143, p<0.05). Findings revealed that private
school students taught using blended method achieved significantly (F(1,231)=4.269, p<0.05) higher than their public
school counterparts. It was concluded that blended learning approach is an effective method for teaching
Biology. It is therefore recommended that public school students should be more exposed to blended teaching
method to enhance their performance in biology.
Keywords: Conventional, Blended, Biology Students, Instructional approach, Performance
Examining the effect of Inquiry Teaching Method on Student Achievement in Writing and Balancing Chemical Equations
Abugu J. Emeka, Njoku, Z.C.
Abstract
.
The study examined the impact of the Inquiry Teaching Method on student achievement in writing and balancing
chemical equations, using a quasi-experimental design. The population comprised 6,011 SS 1 chemistry students in
64 public secondary schools in Awka Education Zone, with 3,046 male and 2,965 female students. A sample of 195 SSI
chemistry students from Awka educational zone, Anambra state, was obtained using multi-stage sampling procedure.
Achievement Test in Writing and Balancing of Chemical Equation (ATWBCE) developed by the researcher was used to
collect the pertinent data for the study. The internal consistency reliability coefficient of the validated ATWBCE of
r=0.84 estimated inter-rater reliability (Kendall). Mean and standard deviation were used to answer the research
questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significant.
Findings indicated that the Inquiry Teaching Method significantly enhanced student achievement in writing and
balancing chemical equations compared to traditional/lecture teaching methods. Gender is not a significant factor in
students achievement if inquiry teaching method is used context. Furthermore, no significant interaction effect was
observed between gender and the Inquiry Teaching Method on students academic achievement. It was
recommended that inquiry method needs to be emphasized by teachers of chemistry education to foster a more
engaging and participatory learning environment, in enhancing student achievement.
Keywords: Chemical Equations, Gender, Inquiry Teaching Method, Student Achievement.
The Effectiveness of Metacognition on Academic Achievement among Nigerian University Students
Ohwoavworhua, Loveth & Evangelista C. Oguguo
Abstract
The study investigated the effectiveness of metacognition on academic achievement among Nigerian University
students. Correlation survey research design was adopted for the study. Two instruments; Students Think Aloud and
Self-Regulation Learning Strategy Questionnaire (STASLSQ) and Mathematics Achievement Proforma (MAP)
developed by the researchers were used for data collection. The instruments were face-validated by experts. The
internal consistency reliability index of STASLSQ obtained using Cronbach Alpha was 0.93. Data collected were
analyzed using simple linear and multiple linear regression analyses through SPSS version 26.0 as well as regression
analysis through Process model 1 procedure IBM SPSS version 4.00 by Hayes (2018). The finding revealed 17%
variation in students’ academic achievement in Mathematics can be attributed to thinking aloud strategy, which is
statistically significant. Again, 28% variation in students’ academic achievement in Mathematics can be attributed to
self-regulation strategy, which is statistically significant. Based on these findings, conclusions were drawn and
recommendations were made that Students should be encouraged by Mathematics teachers to adopt metacognitive
learning strategies when studying Mathematics to enhance their learning of the subject. Teachers should engage
students with learning activities in mathematics that enable them to learn on their own using metacognitive
strategies.
Keywords: Business Education, Metacognitive Learning Strategies, Mathematics, Think Aloud, Self-Regulation
Comparative Analysis of Van Hiele Instructional Model and Conventional Teaching Method for Effective Learning of Mensuration in Mathematics
Ahmad M. Umar, Liman M. Alhaji, Liman A. Shehu
Abstract
This study conducted a comparative analysis of the Van-Hiele instructional model and conventional teaching method
to assess their effectiveness in teaching mensuration concepts in mathematics. The research design employed was
quasi-experimental. Two schools from Chanchaga Local Government area were selected using purposive sampling
technique. The intact classes and students were chosen using simple random sampling, resulting in a total of 205 SSII
students (comprising 121 males and 84 females). The researchers developed Mensuration Achievement Test (MAT),
which underwent validation by three experts and achieved a reliability coefficient of 0.78 using the Cronbach Alpha
formula. Mean, standard deviation, and mean difference, were utilized to address the research questions, while a t-
test was applied to test the hypotheses. The results indicated a significant difference in the achievement scores
between students taught mensuration concepts in mathematics using the Van-Hiele instructional model and those
taught with the conventional teaching method. Moreover, there was no significant difference in the achievement
scores of male and female students when taught mensuration using the Van-Hiele instructional model. It was
recommended, among other things, that mathematics teachers should incorporate the Van-Hiele instructional model
in their instruction of mensuration.
Keywords: Van-Hiele Instructional Model, Conventional Teaching Method, Mensuration, Mathematics,
Achievement.
Self-Esteem, Attitude to Schooling and Academic Performance of Junior Secondary School Pupils in Lagos State
Etobro, A. Benjamin & Aina, O. Oyenike
Abstract
This study examined the nexus between self-esteem, attitude to schooling and academic performance in basic
science of junior secondary schools pupils, Lagos State. The study was guided by four null hypotheses. Adopting
a descriptive survey research type, 456 students were sampled for the study through a multistage sampling
technique. The data were analysed adopting Pearson r correlation statistics. Results showed that there were
positive significant relationships between students’ self-esteem and academic performance, r =0.143, p<0.05 and
between students’ self-esteem and attitude towards schooling, r =0.138, p <0.05. There was a significant
compositecontribution of self-esteem and attitude towards schooling to academic performance of pupils, F(2,
453) =69.716; p<0.05.Meanwhile, students with high self-esteem and have positive attitude to schooling had the
best academic performance in Basic Science(M =28.14, SD =5.781). It is recommended that an enabling
environment that would promote high self-esteem and positive attitude should be created.
Keywords: Self-esteem, students’ attitude to schooling, academic performance, Basic Science
The Role of Pragmatics in the Teaching and Learning of the English Language
Ukoha, O. Evelyn, Menakaya, C. Miracle & Ugbordiegwu, C. Valentine
Abstract
Pragmatics refers to the field that studies pragmatic language. Pragmatic language is language that can only be
understood in terms of aspects of the situation in which it is used. In linguistic discourse, pragmatics refers to the
strategies by which language users relate the dictionary and grammar meaning of utterances to their
communicative value in context. Pragmatics has an important role in the teaching and learning of the English
language. It is necessary for English language users. Pragmatics is important in the teaching of the English language
for effective communication. It is the way we convey meaning through communication. The meaning could be
verbal or non-verbal. Pragmatics meaning varies with different context. English is an international language that
brings people together all around the world. It is a unifying language for all English speakers with different cultural
background. For this reason, speakers must understand pragmatic elements to avoid mistakes and
misunderstanding during communication. Therefore, pragmatics competence should be a paramount focus for all
those who teach English as a second language.
Keywords: English language, Pragmatics, Pragmatic competence, Teaching and Learning
Unveiling the Relationship Between Self-Concept and the Acquisition of Science Process Skills in Basic Science and Technology among Junior Secondary School Students in Nasarawa State
Simon, Pannan D & L. N. Nworgu
Abstract
This study investigates the intricate relationship between students academic self-concept and the acquisition of
science process skills in Basic Science and Technology among Junior Secondary School students in Nasarawa State.
Conducted in the Lafia Education Zone, the research aims to contribute valuable insights into educational strategies
fostering positive self-concept and cultivating science process skills. The study population comprised 4642 JSS two
students from 138 public secondary schools, with a sample size of 368 students selected from five schools. Two
instruments, the Science Self-Concept Inventory (SSCI) and Science Process Skill Observation Scale (SPSOS), were
employed for data collection. Results indicate a very strong positive relationship (correlation coefficient = 0.92)
between students academic self-concept and the acquisition of science process skills, with 85% of the variation in
skills accounted for by self-concept. Regression analysis supports the significance of this relationship (F-ratio = 34.11).
Additionally, a medium positive relationship (correlation coefficient = 0.63) exists among academic self-concept,
academic achievement, and the acquisition of science process skills. Regression analysis further confirms the
significance of this relationship (F-ratio = 118.26). These findings underscore the importance of promoting positive
academic self-concept to enhance students acquisition of science process skills. This study conclude by confirming a
strong link between students academic self-concept and science process skills, with self-concept explaining 85% of
skill variation, but also highlights the influence of other factors yet to be explored. The study recommends regular
counselling to build positive self-concept, emphasizing its role in fostering skills acquisition in Basic Science and
Technology education.
Keywords: Self-concept, science process skills, academic achievement, Basic Science, Junior Secondary School.
Approaches to Learning and its Influence on Polytechnic Students' Academic Performance
Ogbeta.I. Joseph & Awwalu. B. Habiba
Abstract
The study determines approaches to learning and its influence on students academic performance. The study
adopted correlational research design. Population was 813 National Diploma II students. Sample of 261 students
was obtained using Krejcie and Morgan table. Instrument for data collection was R-SPQ-2F. Validity of the
instrument was ascertained by experts in Educational Psychology. Cronbach’s alpha reliability of .78 and .76 was
obtained for deep and surface approach subscales. Research question was answered using Pearson correlation
and hypothesis tested using multiple regression at 0.05 significant level. Findings reveals positive correlation (r =
.84) between deep approach and academic performance and negative correlation (r = −.68) between surface
approach and academic performance. R square value (.715) indicates 71.5 percent variance in performance is
explain by approaches to learning. F-(324.81) significant at (p0.00<0.05) indicates relationship between
approaches to learning and academic performance. Study recommend adoption of deep approach considering it
role on performance.
Keywords: Approaches to Learning, Students, Performance
Investigating Cyber Security Threats and Preventive Polices in Higher Institutions in Northeast Nigeria
Mustapha Umar, Ismail Abdulkarim Adamu & Joshua Umaru