2026

Basic Life Support (BLS) is a critical life-saving intervention for individuals experiencing cardiac arrest, respiratory distress, or airway obstruction. Medical students, as future frontline healthcare providers, are expected to possess adequate knowledge, positive attitudes, and competent practical skills in BLS. However, studies have reported deficiencies in these areas among medical students globally. Objective: This study aimed to assess the knowledge, attitude, and practice of Basic Life Support among clinical medical students at the University of Benin, Edo State, Nigeria. Methods: A descriptive cross-sectional study was conducted among 452 clinical medical students (400L to 600L) at the University of Benin. A stratified random sampling technique was used to select participants. Data were collected using a structured, self-administered questionnaire adapted from previous studies and based on the American Heart Association (AHA) 2020 BLS guidelines. The questionnaire assessed socio-demographic characteristics, knowledge (13 items), attitude (7 items on a Likert scale), and practice (10 items) of BLS. Data were analyzed using IBM SPSS version 27.0. Descriptive statistics were presented as frequencies and percentages. Associations between categorical variables were tested using the Chi-square test, and logistic regression was used to identify predictors of good KAP. A p-value < 0.05 was considered statistically significant. Results: A total of 452 questionnaires were distributed and retrieved, yielding a 100% response rate. The mean age of respondents was 22.92 ± 2.74 years, and 59.5% were male. Overall, only 30.8% of respondents demonstrated good knowledge of BLS, while 69.2% had poor knowledge. Knowledge improved significantly with academic level (p < 0.001), with 600-level students showing the highest proportion of good knowledge (43.6%). Female students had significantly better knowledge than males (p = 0.029). Regarding attitude, 78.5% of respondents demonstrated a good attitude towards BLS, while 21.5% exhibited a poor attitude. The majority (96.0%) agreed that BLS is necessary for medical students, and 91.4% supported its inclusion in the medical school curriculum. However, practice levels were markedly low, with 86.5% demonstrating poor practice. Only 13.5% had good practice scores. Mannequin training was significantly associated with better practice (p = 0.026). Major barriers to BLS acquisition and performance included limited availability of BLS training (68.8%), lack of practice opportunities (67.9%), fear of causing harm (56.9%), and fear of legal consequences (50.9%). Furthermore, 57.7% of respondents did not believe their medical school provided adequate BLS training, and 70.8% were uncomfortable using an Automated External Defibrillator (AED). Conclusion: This study revealed significant gaps in the knowledge and practice of BLS among clinical medical students at the University of Benin, despite a generally positive attitude towards its importance. The lack of formal training, inadequate hands-on practice with mannequins, and psychological barriers such as fear were identified as major hindrances.

The increasing digitalization of the construction industry has highlighted the growingrelevance of virtual platforms as alternatives to traditional face-to-face site meetings. Thisstudy examines the use, benefits, and challenges of virtual platforms for constructionsitemeetings in Benin City, Nigeria, where infrastructural limitations and cultural preferencesinfluence technology adoption. A quantitative research design was employed, withdatacollected from 140 construction professionals—including architects, engineers, quantitysurveyors, and contractors—selected from a target population of 842. Using MeanItemScores (MIS), the findings show that Google Meet, Zoom, and WhatsApp are themost commonly used virtual platforms due to their accessibility and low data requirements. Keybenefits identified include enhanced stakeholder participation regardless of location, reducedmeeting costs, time savings, and improved documentation. However, major barrierstoeffective adoption remain, such as poor internet connectivity, unstable power supply, limitedtechnical skills, and low acceptance among older professionals. The study concludes that
while virtual platforms significantly improve communication efficiency and stakeholder engagement, their full potential is hindered by infrastructural and cultural constraints. It recommends targeted digital training, improved technological infrastructure, and hybrid meeting models to support sustainable digital transformation in Benin City’s construction sector.

This project focuses on the design and implementation of a web-based public complaint management system for the Benin Electricity Distribution Company (BEDC), aimed at addressing critical inefficiencies in traditional grievance handling processes. The system provides a structured digital platform that enables customers to submit, track, and monitor complaints related to power services, including outages, billing disputes, meter issues, and service delays, while allowing administrators to efficiently manage, process, and resolve grievances in a transparent and timely manner. Through a user-friendly web interface accessible via standard browsers, the platform eliminates challenges associated with manual complaint systems, such as lost records, delayed responses, lack of accountability, and poor tracking capabilities that have historically undermined customer trust and organizational credibility.
The study employs a systematic approach involving the investigation of existing manual and basic digital complaint management systems at BEDC, the identification of their limitations, and the development of an enhanced web-based solution using modern technologies, including HTML, CSS, JavaScript, PHP, and MySQL. Key features include secure user authentication, real-time complaint submission and tracking, automated workflows for efficient complaint routing, comprehensive database management for record-keeping, and administrative dashboards for monitoring and analyzing complaint patterns. The system incorporates robust security measures and accessibility features to accommodate diverse user groups while ensuring data privacy and integrity. By implementing this solution, the project addresses recurring issues such as delayed responses, limited transparency, and inadequate feedback
mechanisms that discourage customers from reporting grievances. The findings contribute to improved customer satisfaction, enhanced organizational efficiency through data-driven decision-making, and the advancement of knowledge on ICT applications in public utility administration, providing a scalable model for digital transformation in similar service sectors across Nigeria and beyond.

This study examined the impact of teacher–child interaction on the social and emotional development of preschool children in Oredo Local Government Area of Edo State. Early childhood represents a critical period for the development of social competence and emotional regulation, and the quality of interaction between teachers and children plays a significant role in shaping these developmental outcomes. Four research questions were raised to guide this study. A descriptive survey research design was adopted for the study. The population comprised early childhood teachers and parents in selected preschools comprising 8 public schools and 52privateschools in Oredo Local Government Area. Data were collected using a structured questionnaire designed on a four-point Likert scale. Descriptive statistics, including mean and standard deviation, were used to analyze the data, while hypotheses were tested using a criterion meanof2.50. The findings revealed that teacher–child ratio significantly influences the quality of teacher–child interaction, as overcrowded classrooms limit effective classroom management and individualized attention. The study also found that positive teacher–child interaction significantly enhances preschool children’s ability to form positive social relationships, reduce aggressive behaviors, and express emotions appropriately. Furthermore, teachers’ level of professional training was found to significantly influence their job performance, while opportunities for on the-job training were generally inadequate despite being recognized as essential for improving teacher effectiveness. The study concludes that improving teacher–child interaction through better staffing, enhanced teacher training, and increased access to professional development opportunities is essential for promoting positive social and emotional development among preschool children. The study recommends the enforcement of recommended teacher–child ratio standards, regular professional development programmes, and increased government support for early childhood teacher training

Depression is a significant mental health concern among university students worldwide, with pharmacy students particularly vulnerable due to the demanding nature of their academic programmes. Despite growing evidence of its prevalence in Nigerian universities, institution-specific data from the University of Benin (UNIBEN) remains limited.

Objectives: This study aimed to determine the prevalence of depression among undergraduate pharmacy students at the University of Benin, identify the key determinants of depression within this population, and assess its impact on their academic performance and psychosocial well-being.
Methods: A descriptive cross-sectional study was conducted among 428 undergraduate pharmacy students across academic levels 200 to 600 at the Faculty of Pharmacy, University of Benin, Benin City, Edo State, Nigeria. Participants were selected using a stratified sampling technique with proportional allocation. Data were collected through a self-administered, structured online questionnaire comprising five sections: sociodemographic characteristics, the Beck Depression Inventory (BDI) for depression screening, determinants of depression, impact of depression, and effects on academic performance. Data were analysed using IBM SPSS version 27.0, with chi-square and Fisher’s exact tests employed to assess associations between variables. Statistical significance was set at p < 0.05.

Results: The overall prevalence of depression was 20.1%, with 11.7% of respondents experiencing mild depression, 6.1% moderate depression, and 2.3% severe depression. Age (p = 0.043) and level of study (p = 0.015) were significantly associated with depression severity; younger students (15–19 years) and those in lower academic levels (especially 200 level) exhibited the highest rates of depressive symptoms, while final-year (600 level) students had the lowest prevalence. Sex, religion, marital status, residential location, accommodation type, and source of funding did not show statistically significant associations with depression. The principal determinants identified were academic stress (45.3% reported difficulty coping with workload), prolonged academic stay (25.2%), poor accommodation (18.9%), sleep disturbances (16.6%), financial difficulties (40.7%), and traumatic experiences including examination failure (30.3% of those with trauma) and heartbreak (24.4%). Among the 105 students (24.5%) with active depressive symptoms, 60.0% found it harder to concentrate, 50.5% reported impaired academic performance, 32.4% missed classes or examinations, and 27.6% had failed courses due to poor mental health. Notably, nearly half (45.7%) of symptomatic students reported suicidal ideation, yet only 26.7% had sought any form of help.
Conclusion: Depression affects approximately one in five pharmacy students at the University of Benin, with younger students and those in early academic years at greatest risk. Academic stress, financial difficulties, and traumatic life events are the predominant determinants, while the condition substantially impairs concentration, attendance, and academic outcomes. The alarmingly low rate of help-seeking despite high suicidal ideation underscores an urgent need for targeted mental health screening, accessible counselling services, and institutional policies that address academic stressors and reduce the stigma surrounding mental health care.

This study examined the determinants of entrepreneurial intention among fresh graduates in Edo State, Nigeria, using the Theory of Planned Behaviour (TPB) as the theoretical framework. Specifically, the study investigated the influence of personal attitude, perceived behavioural control, subjective norms, access to capital, and gender on entrepreneurial intention. A survey research design was adopted, and primary data were collected through structured questionnaires administered to 400 fresh graduates from universities, polytechnics, and collegesof edu cation in Edo State. A total of 384 valid responses were obtained, representing a 96% response rate. Data collected were analyzed using descriptive statistics and multiple linear regression analysis with the aid of SPSS version 26. The findings revealed that personal attitude, perceived behavioural control, subjective norms, access to capital, and gender all have significant positive effects on entrepreneurial intention. Among these variables, personal attitude and perceived behavioural control emerged as the strongest predictors of entrepreneurial intention, indicating that graduates’ perceptions, confidence, and self-efficacy play a crucial role in shaping their entrepreneurial aspirations. Subjective norms also significantly influenced intention, highlighting the importance of social support systems such as family and peers. Access to capital was found to be a critical enabling factor, although respondents expressed concerns regarding the ease of accessing financial resources. Gender showed a significant but relatively weaker influence, suggesting the persistence of moderate gender disparities in entrepreneurial participation. The study concludes that entrepreneurial intention among Nigerian graduates is driven by a combination of psychological, social, and financial factors. It recommends strengthening entrepreneurship education, improving access to finance, promoting supportive social environments, and implementing gender-inclusive policies to enhance entrepreneurial development among graduates. The study contributes to existing literature by extending the TPB framework to include access to capital and gender as important contextual factors in a developing economy

Remittance inflows and foreign direct investment (FDI) are widely acknowledged as vital external financing sources for developing countries, providing resources that can foster capital formation, employment, and economic transformation. In Nigeria, however, the extent to which these financial inflows contribute to sustained economic growth has been debated, with mixed evidence emerging across different periods and studies. Against this background, the study aimed to assess the short-and long-run effects of remittance inflows and FDI on real gross domestic product in Nigeria from 1981 to 2022.
The research was anchored on growth theories that emphasized the role of capital inflows in augmented domestic savings and investment, particularly the neoclassical growth model. Using time series data spanning 42 years, the study employed correlation analysis, Augmented Dickey Fuller unit root tests, Johansen cointegration test, and the Error Correction model to investigate the stationarity properties of the variables, their long run relationships, and the dynamics of adjustment between the short run and long run.
The findings revealed that FDI exerted a positive significant impact on economic growth in the short but an adverse and insignificant effect in the long run in Nigeria. Conversely, remittances had an insignificant effect in the short run but it contributed positively and significantly to long run growth. Base on these outcomes, the study recommended that policy reforms should prioritize quality over quantity of FDI, strengthen domestic value chains, improve the business environment and channel remittances through innovative mechanisms such as diaspora bonds and matched savings programs to promote sustainable economic growth.

This study examined the influence of social demand, peer pressure, and economic stability on the behavioural patterns of secondary school students in Oredo Local Government Area. The study adopted a descriptive survey design, and a sample of two hundred students was selected through a random sampling technique. A structured questionnaire was used for data collection, and the reliability of the instrument was confirmed using Cronbach’s Alpha, which indicated a high level of internal consistency. Data were analysed using descriptive statistics, Pearson Product Moment Correlation Coefficient, multiple regression analysis, and independent samples t test. The findings showed that social demand significantly influences students’ behavioural patterns, indicating that expectations from parents, teachers, and the community shape their behavioural responses. Peer pressure was also found to significantly affect students’ behaviour, suggesting that adolescents conform strongly to the influence of
their peers. The study further revealed that economic stability relates positively to behavioural patterns, showing that students from more financially stable households exhibit more positive behavioural responses. The combined analysis indicated that social demand, peer pressure, and economic stability jointly predict students’ behavioural patterns, accounting for 81.7 percent of the variance. The study also found no sex based differences in the influence of the three factors on behaviour. It was concluded that behavioural patterns among secondary school students are shaped by social, peer, and economic contexts, and that interventions should address these factors collectively. Recommendations were made for schools to manage social expectations, strengthen peer mentoring, support economically disadvantaged students, and enhance counselling services to promote positive behavioural outcomes.

Self-social isolation has increasingly become a critical concern affecting the psychological, social, and academic development of university students. This study critically investigates the causes and consequences of self-social isolation among undergraduates as perceived by Education students in the University ofBenin. The specific objectives of the study were to determine the perceived causes of self-social isolation, examine its consequences, and identify possible strategies for reducing the problem among undergraduates. Three research questions were formulated to guide the study. The study adopted a descriptive survey research design. The population consisted of undergraduate students in the Faculty of Education, University of Benin, from which a sample of 210 students was selected through a simple random sampling technique. A structured questionnaire was used as the instrument for data collection, consisting of items aligned with the research questions and rated on a four-point Likert scale. The instrument was validated by the researcher’s supervisor and its reliability was established using the test–retest and split-half methods. Data collected were analyzed using simple percentage to determine the dominant responses of the participants The findings revealed that bullying, excessive phone use, working while studying and low self-esteem are major causes of self-social isolation among undergraduates. The results further showed that self-social isolation negatively affects students’ mental health and academic functioning, leading to depression, suicidal tendencies, cognitive decline, loss of motivation, and poor academic performance. Additionally, the study identified viable strategies or reducing isolation, such as improved mental health support services, increased peer interaction, enhanced social engagement activities, monitoring of screen time, and provision of academic support for struggling students. Based on these findings, the study concludes that self-social isolation poses a serious threat to students’ overall development, requiring early identification and proactive intervention. The study recommends that school authorities, teachers, guidance counselors, and policymakers adopt collaborative measures such as anti-bullying policies, counseling programs and inclusive social initiatives to support student well-being, promote social belonging and enhance academic success.

In many developing regions, loan management processes remain a significant challenge due to poor record keeping, limited accountability between lenders, borrowers, and guarantors, and the absence of structured digital administration tools. This project focuses on the design and implementation of an Automated Loan Record Management System delivered through a web- based platform, the LRMS Platform. The system was developed using Object-Oriented Analysis and Design (OOAD) and a prototyping approach to ensure simplicity, usability, and scalability. The platform comprises nine modules: Administrator Login, Borrower Registration with fingerprint capture and photograph upload, Borrower and Guarantor Details with SMS reminder management, Loan Issuance, Bank Details, Repayment tracking, a Database Dashboard for visual analytics, a Saved Records interface for searchable borrower and guarantor retrieval, and an Offline Support page. Testing confirmed that the system accurately handles borrower registration, loan record management, repayment tracking, and administrator-initiated SMS reminders to borrowers and guarantors. The system is reliable, structured, and practical for lending organizations and cooperative societies seeking to improve loan administration, reduce
defaults, and strengthen accountability among all stakeholders