Learning is the knowledge or skill acquired through study, which reflects in the way students respond to environmental, social, emotional, and physical incentives as well as understand new information. Academic performance is considered as a complex student’s behavior that inspires a number of abilities like memory, previous knowledge or aptitude, as well as psychological factors. Nowadays, in most of the university students’ academic performance has become an important issue for researchers.

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Educators, trainers, and researchers have given emphasize in discovering variables that have a significant contribution to the performance of learners. Academic performance is the assessment of a student's ability in a variety of academic areas. Classroom performance, graduation rates, and standardized test results are commonly used by teachers and education administrators to evaluate student accomplishment.
ACADEMIC PERFORMANCE
Academic instruction is arguably the primary business of education. To this end, schools are expected to influence students’ learning, socialization, and even vocational preparedness. Despite the attention paid to a broad definition of educational outcomes, however, academic performance remains central. Students’ academic performance is a term that appears frequently married in higher education discourse. Academic performance is a multidimensional construct composed of the skills, attitudes, and behaviors of a learner that contribute to academic success in the classroom. Academic performance by students has always been a subject of interest to every educational institution. Whereas there is a consensus that schools should play a major role in this process, there seems to be disagreement about what exactly that role should be. While some believe that the primary focus of schools should be the academic preparation of students. Others however believe that efforts of schools should be integrated with other social institutions such as family and community towards educating children. In fact, heads of educational institution, teachers and parents are primarily responsible for students’ academic performance, and that schools should efficiently and effectively organize themselves towards this task. Researchers over the years have used a variety of ways to measure academic performance and these include report card grades, grade point averages, standardized test scores, teacher ratings, other cognitive test scores, grade retention and dropout rates. Thus, student’s academic performance is typically assessed by the use of teacher ratings, tests, and exams. In fact, student academic performance is more likely to be experienced and evidenced when students feel personally validated and believe that their effort matters and can influence or control the prospects of their academic success. In reality, these inspire them to develop a sense of purpose and perceive the school experience as being personally relevant.
REASONS FOR POOR PERFORMANCE:
-TEACHERS’ ATTITUDE TO USE OF INSTRUCTIONAL MATERIALS
Teachers use different instructional materials to motivate learning. The success in the skill and knowledge acquisition in an instructional situation depends on the suitability of the instructional material, adequacy and effective utilization of the available materials. The relevance of instructional materials to the objective of the lesson and the ease of use of the instructional materials are serious considerations in instructional materials utilization to better the learner’s performance. Many of the school teachers are ignorant of using, those instructional materials and induction course, lecture: and seminars are not organized in teaching profession as they are organized in the civil services to up-grade knowledge and to facilitate the use of sophisticated instructional materials. Teachers also do not make maximum use of the few instructional materials at their disposal, because many of them do not have the knowledge of operating them.
-TEACHING METHOD
Poor teaching can manifest in different ways, including ineffective communication, lack of organization, inadequate planning, and failure to engage students. Teachers who are not proficient in their subject matter or who lack enthusiasm for teaching can also contribute to poor teaching.
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When teachers fail to meet students' needs, it can have a long-lasting negative impact on their academic performance. Poor teaching can result in a lack of motivation, leading to bad study habits and poor grades. Students may become disinterested in learning and develop negative attitudes toward education
-PEER GROUP INFLUENCE
A negative peer influence could be seen as one of the militating forces why most student record poorly in academic performance, the reason for this is not farfetched: they spend large amount of time in extra curriculum. More often than none, academic priorities are neglected and thus academic performance grossly affected. Academic performance refers to excellence in all academic discipline. The academic performance encompasses students’ ability and performance; it is multi-dimensional; it is intricately associated to human growth and cognitive, emotional and social physical development. Academic performance also refers to how well a student is accomplishing his tasks and studies. There should be a interrelated relationship between peer group and academic performance. It was believed that student’s academic performance correlates with the group he or she belongs. Peer Influence can be either positive or negative. If a student is influenced negatively by peer, it affects his or her academic performance. Nevertheless, stronger student do have an impact on their peers and actually help improve their overall academic performance