The purpose of this study was: (a) to investigate the effects of socioeconomic background, locus of control, intelligence, and self-esteem on academic achievement of Nigerian secondary school pupils; (6) and to examine the relationships of locus of control to socioeconomic background, intelligence, self-esteem, academic achievement and prediction of academic performance. Eighty secondary school boys completed the Socio-economic Background Questionnaire, the Raven's Standard Progressive Matrices, the Brookover Scale of Self-concept of Academic Ability, and provided estimates of prediction of their own academic performance. The analyses of data revealed that : (a) all the four independent variables (socioeconomic background, locus of control, intelligence, self-esteem) had significant positive effects on academic achievement; (b) internality significantly positively correlated with intelligence, selfesteem and academic achievement; (c) the internals were significantly more accurate predictors of their own academic performance than the externals. 215

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Two experiments studied the effects of note-taking, strategy of note-taking (short/long notes) and reviewing personal notes and/or simplified teacher-notes on immediate and delayed recall. One hundred and sixty university students, classified as either short or long note-takers, served as subjects. They listened to a recorded lecture and then their immediate and delayed retention was assessed by means of the free recall test. Analysis of results revealed that the act of note-taking has facilitative effects on both immediate and long-term recall. Free recall scores of subjects who took short notes in their normal lectures tended to be significantly higher than those who took long notes. Reviewing personal lecture notes and/or simplified and organised teacher-notes facilitates delayed recall.

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