ABSTRACT
This study examined the role of e-learning on academic performance of undergraduate students of Kebbi State University of Science and Technology Aliero, Nigeria. The study adopted a descriptive survey design. Three research questions guided the study. The population of the study was 850 respondents, comprises 350 academic lecturers and 500 undergraduate students. The study adopted a simple random sampling technique to select 20% of the total population which was 170. The instrument for data collection was structured questionnaire. Data collected were used to determine the internal consistency and reliability of the instrument using Cronbach alpha techniques. An overall reliability coefficient of 0.89 was established. Mean and standard deviation were used for data analysis. The findings of the study revealed that e-learning plays a positive role on academic performance of undergraduate students in kebbi state university of science and technology Aliero. The findings of the study revealed challenges militating against the use of e-learning to enhance academic performance of undergraduate students in kebbi state university of science and technology Aliero, Nigeria. Based on the findings, the study recommend among others that kebbi state government should ensure a maximum standard set for the institution to get computer and internet facilities to enhance effective e-learning process in KSUSTA.

ABSTRACT
Utafiti huu wa kionomastiki ulilenga kuchanganua vigezo vya utoaji wa toponemia za shule za msingi katika jamii. Utafiti ulifanyika katika eneo la Mwimbi na Muthambi, jimboni dogo la Maara kwenye Kaunti ya Tharaka-Nithi, nchini Kenya. Nadharia ya Ujinaishaji pamoja na nadharia ya Uchanganuzi Hakiki Usemi na Matini ziliongoza utafiti huu. Data ilikusanywa kupitia mahojiano ya ana kwa ana pamoja na hojaji. Mahojiano yalimwezesha mtafiti kupata data ya kutosha na halisi moja kwa moja kutoka kwa wahojiwa. Hojaji ilimwezesha mtafiti kukusanya data kwa urahisi katika maeneo mengi na kutoka kwa sampuli kubwa. Walengwa katika utafiti huu walikuwa wakaazi wa Mwimbi na Muthambi. Usampulishaji ulifanywa kimaksudi kwa kuhusisha machifu 5 wa kata 5 za Mwimbi na Muthambi na manaibu wa chifu 25 kutoka kata ndogo 25 za eneo hili. Watawala hao walichaguliwa kwa sababu walikuwa wenyeji wa eneo la utafiti na iliaminika kuwa wangetoa habari kamilifu kuhusu maswali ya utafiti. Sampuli nyingine ya Wazee 20 wenye umri wa miaka 70 na zaidi ilichaguliwa kimakusudi kwa kutumia mbinu ya kimtandao ili kutoa habari kuhusu michakato ya uundaji wa toponemia za shule za msingi katika eneo la Mwimbi na Muthambi. Sampuli ya wazee ilipatikana kwa urahisi kwa kuwa walikuwa wakipokea marupurupu maalum kutoka kwa serikali, na hivyo walijulikana katika vijiji vyao. Uchambuzi na uwasilishaji wa data ya utafiti huu ulitumia mkabala wa kimaelezo kulingana na madhumuni na swali la utafiti. Utafiti huu ulibainisha kuwa toponemia hutolewa kwa kuzingatia vigezo vya kimaumbile, kiuchumi na kijamii. Matokeo ya utafiti huu yatatoa marejeleo muhimu kwa watafiti wa baadaye watakaoshughulikia vipengele vya onomastiki katika lahaja ya Kimwimbi na Muthambi na lugha nyinginezo.

ABSTRACT
The goal of this study is to fill in the knowledge gap regarding the character development found in Hausa literature, especially in Hausa folktales. This study must inevitably rely on primary and secondary sources drawn from (a) fieldwork story collections generated through interviews with storytellers in Kaduna State's Zaria Local Government Area and (b) published works, including Usman (2018), Yahaya (1974), and Josephson Institute of Ethics (2015). There are so many moral lessons that could be derived from Hausa folk tales. This paper has identified the six pillars of the character count inherent in the Hausa folktales. It also explains how folktales in our schools could help uphold core ethical values and instil the six pillars of character count in our students. The Hausa folktales The Dove and the Bush Bird, The Water of Cure, The Mother of the Little Rats, Nababa- Duka's Two Wives, Jealousy, and Animal Kingdom and the Small Ant all contain elements that represent the six pillars of character count: trustworthiness, respect, responsibility, fairness, caring, and citizenship, respectively. It is suggested that the government should make the teaching of our indigenous languages compulsory so that this aspect of the literary genre that has been integrated into the curriculum could be taught so that the students could learn and appreciate all the six pillars of the Character Counts embedded in the Hausa folktales.