Abstract
To evaluate the support initiatives offered by universities in Nigeria, this article examines the measures taken to assist students, focusing on support aimed at improving teaching and learning processes. Using Tinto's theory of student integration and employed an explanatory sequential mixed-methods approach. A random sample of 10,097 students from 18 universities (9 federal and 9 state) across Nigeria's six geopolitical zones was surveyed. Data was gathered through questionnaires, key informant interviews, and focus group discussions. The data were analysed using descriptive statistics, inferential statistics, and thematic analysis. The findings reveal that a large majority of universities in Nigeria (84.7%) do offer support initiatives to promote good study habits (84%), utilise various teaching methods to aid learning (84.4%), provide access to course advisors at no cost (84%), furnish conducive lecture rooms (82.7%), and equip them with comfortable seating (82.3%). The area with the least support was financial assistance (49.8%). State universities provide financial support at a rate of 51.5%, while federal universities provide it at a rate of 49.8%. A significant difference was observed, t(2,10095) = 12.70, p < .001, with state universities (M = 45.68, SD = 11.92) offering more support than federal universities (M = 42.62, SD = 12.05). The effect size was small (Cohen's d = 0.255), indicating a modest practical distinction between the two groups. Faculty members at the institutions supported the quantitative findings, stating that state universities provide better teaching facilities, infrastructure, training, and workshops/conferences/ICT training compared to federal universities.