DEPARTMENT OF EDUCATIONAL EVALUATION AND COUNSELLING PSYCHOLOGY

This study examined the effectiveness of online counselling in addressing mental health issues among University of Benin students. The increasing rate of mental health challenges such as stress, anxiety, and depression among university students has raised concerns about the existing counselling services. Online counselling has emerged as alternative to face-to-face counselling, offering accessibility, flexibility, and confidentiality. The study adopted a descriptive survey research design. The population comprised undergraduate students of the University of Benin, from which a sample was selected using simple random sampling techniques. A structured questionnaire titled “Online Counselling and Mental Health Questionnaire (OCMHQ)” was used for data collection. The instrument was validated by experts in the department of Guidance and Counselling and had a Cronbach’s Alpha reliability coefficient of 0.966, indicating high internal consistency. Data collected were analyzed using descriptive and inferential statistics. Findings revealed that online counselling is effective in addressing students’ mental health issues, particularly in enhancing emotional well-being, reducing anxiety, and promoting positive coping mechanisms. However, challenges such as poor internet connectivity, limited awareness, and concerns about confidentiality affected the full utilization of these services. The study concluded that online counselling plays a significant role in promoting students’ mental health when properly implemented and supported. It was recommended that the University of Benin should strengthen its online counselling framework by improving digital infrastructure, creating mental health awareness campaigns, and training counsellors in virtual counselling skills.

This study investigated bullying as a predictor of psychological trauma among undergraduates at the University of Benin, Nigeria. A descriptive survey research design was adopted, and data were collected from a sample of 79 students using a structured questionnaire titled "Bullying and Trauma Experience Questionnaire (BTEQ)." The data were analyzed using descriptive statistics (mean and standard deviation) to answer the research questions. The findings revealed a strong consensus that bullying is a significant predictor of trauma among undergraduates, manifesting as post-traumatic stress disorder (PTSD), psychological stress, and negative impacts on academic engagement. Furthermore, the study established that the relationship between bullying and trauma is moderated by key demographic variables. Specifically, the analysis indicated that female students, younger undergraduates, and students at certain academic levels were more vulnerable to the traumatic effects of bullying. The study concluded that bullying is a potent precursor to psychological trauma within the university environment. It therefore recommends that the university administration should develop and enforce a comprehensive anti- bullying policy, university counsellors should adopt trauma-informed care practices, and educators should integrate preventive education into orientation programs. These measures are essential to mitigate the negative effects of bullying and foster a safer, more supportive academic community.

The study investigated Social media addiction as predictor of adolescent depression among senior secondary school students in Egor Local Government of Edo State. To guide this study, four research questions were raised and three hypotheses formulated and tested at 0.05 level of significance. The study adopted the survey research design. The population of the study consisted of 1565 Senior Secondary School (SSS2) Students from the coeducational category registered for 2024/2025 academic session from 10 coeducational secondary schools. The sample size of the study comprised 200 using the simple random sampling procedure. The research instrument that was used for this study is 4-point modified scale questionnaire titled "Social Media Addiction and Depression Questionnaire (SMADQ)". The questionnaire was divided into two (2) parts. Part A elicited demographic details, while part B contains two (2) sub- scales viz: Adolescents’ level of social media addiction with 16 items, Depression level of addicted adolescents to social media 5 items. The instrument was validated by three test experts in the Department of Educational Evaluation and Counselling Psychology. The reliability of the instrument was established through internal consistency using Cronbach alpha statistics which yielded reliability index of 0.757 for adolescents’ level of social media addiction, 0.705 for depression level of addicted adolescents to social media. The simple linear regression and Analyses of covariance ( ANCOVA ) were used to test formulated hypotheses at 0.05 alpha level. Findings revealed that social media addiction significantly predicted depression among in school adolescents in senior secondary school in Egor Local Government Area of Edo State. Factors such as constant usage of social media by the adolescent to wanting to feel belong or associated and having strong desire for acceptance contributed to social media addiction. There was lack of significant difference by sex because both male and female adolescents experience similar patterns of social media engagement in the study context, such as frequent checking, browsing, or interactive participation, which may not differentially affect depressive symptoms. Based on the findings, it was recommended that schools should integrate structured digital literacy and digital wellness education into their curriculum. Such programs should focus not only on technological skills but also on responsible usage, time management, emotional awareness, and coping strategies related to online experiences and parents should be educated about the potential psychological implications of excessive social media use. Parental monitoring should be balanced with open communication, fostering trust while guiding adolescents toward healthier digital habits.

This study investigated the influence of emotional intelligence on romantic relationship satisfaction among university students in Nigeria. The study was guided by four research questions. A descriptive survey research method was adopted, and the sample size consisted of 172 final-year undergraduate students from the Faculty of Education at the University of Benin, Nigeria. The data were collected using a structured questionnaire titled "Emotional Intelligence and Romantic Relationship Satisfaction Questionnaire (EIRRSQ)" and analyzed using descriptive statistics, specifically mean and standard deviation. The findings of the study revealed a high level of emotional intelligence among the respondents, with a grand mean score of 3.11, and a high level of romantic relationship satisfaction, with a grand mean score of 3.14. The study concluded that there is a positive relationship between emotional intelligence and romantic relationship satisfaction. Specifically, emotional intelligence traits such as self-awareness, self-regulation, empathy, and social skills significantly influenced the satisfaction levels in romantic relationships. It was recommended that universities integrate emotional intelligence training into their curricula and offer counseling services to support students in developing emotional skills that promote healthy and satisfying relationships.

This study was designed to
1 i1s to determine the impact of reading anxiety on academic performance of students in university of Benin. To achieve the purpose intended 1 for the study, three 3. The questionsraised and examined include: forty sevens students (147) in the three (3) Department in Faculty of Education, University of Benin. 1The sample for the study consists of ninety (90) students which were randomly selected among the students in the faculty. The 2 S 0 imple Random Sampling Technique was used in selecting these three Department. Students were drawn from each Department with the use of Random Sampling Technique. 3 method of reliability was used to determine the consistency of the opinion of the respondents.1The data collected were analysed using frequency count, simple percentage, and mean score standard The findings from the study showed that reading anxiety among students of the University of Benin is caused 4b 0 y a combination of linguistic, psychological, and environmental factors. The major causes identified include fear of being judged by peers or lecturers, pressure to perform well, limited vocabulary knowledge, tight deadlines for reading assignments, and lack of confidence in reading abilities. Items such as “Encountering unfamiliar vocabulary in texts causes me significant anxiety” and “The volume of reading required for my courses overwhelms me” recorded high mean responses, emphasizing that vocabulary difficulty. It was indicated that as students’ reading anxiety increases, their academic performance decreases. Therefore, 1 the null hypothesis which states that there will be no significant relationship between reading anxiety and academic performance of students in the University of Benin was rejected, it was recommended Universities should establish reading clinics, literacy labs, or guided reading workshops to help students gradually build reading confidence. Also, it was recommended that lecturers can incorporate stress-management approaches such as deep-breathing exercises, short mindfulness sessions, or motivational reassurance before reading-intensive tasks.

The study investigated the prevalence and patterns of sexually risky behaviour among undergraduate students in the University of Benin. It focused on how often students engage in unsafe sexual practices, such as unprotected sex, substance use before sexual activity, and failure to seek medical attention when exposed to risks. Using a descriptive survey design, data were gathered from a sample of 150 students selected through stratified sampling from the faculties of Education, Engineering, and Agriculture. A structured questionnaire was used to collect data, which was then analyzed using mean and standard deviation to measure response patterns. The instrument was validated through expert review and proven reliable through a pre-test with students outside the sample. The findings show that unsafe sexual behaviour is common among students regardless of gender or age. Many students reported engaging in sex without protection, depending on their partners for safety, and continuing sexual activity even after a condom failure. Substance use, lack of discussion about sexual health, and involvement with multiple partners were also common behaviours. These patterns were consistent across both male and female students, and among younger and older age groups. The analysis revealed that risky sexual decisions were not influenced by gender, age, or the type of institution, but may instead be shaped by social and environmental factors such as peer influence and access to health resources. This study helps to give a clearer understanding of the sexual behaviour of adolescents in the university setting and stresses the need for targeted interventions. The researcher recommends improved access to sexual health education, open communication strategies, and support services such as free contraceptives and confidential counselling. These measures are aimed at helping students make safer choices and reduce health risks. The study supports findings from similar research in other parts of Nigeria and calls for continued efforts in addressing the knowledge and support gaps that lead to these risky behaviours.

The study evaluates the Edo Basic Education Sector Transformation (EdoBEST) programme-pillars in primary schools in Benin metropolis using the CIPP evaluation model. Specifically, the study evaluated the system strengthening and organisational development, teacher professional development and quality assurance, curriculum implementation and learning outcomes, community engagement and participation as well as school infrastructure and facilities as the programme- pillars. To carry out this study, fifteen research questions were raised, research question fifteen was hypothesized and tested at 0.05 alpha level. This study adopted a survey research design. The study’s population was 2,079 teachers and 10,285 learners. A sample size of 335 teachers and 385 primary five pupils were selected using random sampling techniques and the proportionate by size method. Teachers Questionnaire, a checklist, an observational schedule and a primary five Mathematics achievement test were the instrument used for data collection. The questionnaire, checklist and the observational schedule were subjected to content and face validity while the Mathematics achievement test is a standardized test from UBEC which was presumed to have undergone all the processes of validation. The reliability of the teacher’s questionnaire was established using the Cronbach alpha method to obtain a reliability coefficient of 0.81 while the reliability of Mathematics achievement test was reestablished using test-retest method to obtain a coefficient of 0.84. The values showed that the instruments were reliable. The data collected were analyzed using frequency counts, percentage, mean and standard deviation to answer research questions 1-14 while the independence sample t- test was used to test the hypothesis at 0.05 level of significance

The purpose of this study was to examine the performance of five model-fitting estimation techniques; Likelihood Ratio Test (LRT), Akaike Information Criterion (AIC), Bayesian information criterion (BIC), Deviance Information Criterion (DIC) and Cross- Validation Log-Likelihood (CVLL) techniques that effectively selected an IRT dichotomous model which fitted NABTCE 2018 May/June Mathematics multiple choice test. This was carried out by comparing the performances of the five techniques used based on relative fit. Four research questions guided the study. No hypothesis was formulated and tested, due to the fact that the techniques used in this study were non-significant statistics. The research design employed was the descriptive survey of the ex-post facto method. The population of the study consisted of 49,581 candidates who sat for the National Business and Technical Certificate Examinations in 2018 in the six Geo-Political Zones in Nigeria. The sample size comprised 4,948 candidates and a statistical sample of 50 items. The Multistage simple random sampling technique was employed for randomly selecting the sample for the study. The instrument used to collect data was 50-item Mathematics multiple choice test from NBTCE May/June 2018. The instrument was a standardized instrument and as such it was valid and reliable. Item parameters were estimated from the examinees’ responses to the items using the computer programme BILOG-MG3. For the five estimation techniques BILOG-MG3 was used for LR, AIC and BIC. WinBUGS 1.4 was used for DIC, while MATLAB was used for CVLL which answered the research questions

The study investigated the determination of aberrant examinees of 2018, 2019 and 2020 May/June Biology multiple choice test questions of the National Business and Technical Certificate Examination (NABTCE) in Nigeria. Aberrant examinees are examinees who fall into the category of giving responses that are incongruence with their ability level. When there is a mis match between the observed response pattern of an examinee to his expected response pattern, the examinee is said to have responded aberrant. Specifically the study investigated the level of aberrant examinees in the 2018, 2019 and 2020 NABTCE Biology multiple choice test, the internal consistency reliabilities before and after screening the data of aberrant examinees and the differences between the aberrant and the non aberrant examinees for each year. To achieve the objectives of this study, nine research questions were raised, while three hypotheses were tested at 0.05 level of significance. This research adopted the survey research design of the expost facto. The population for the study was 88,768 Biology students responses which consisted of 28121, 29254 and 31411 for 2018, 2019 and 2020 students’ scored responses respectively. The sample size for the study was 20263. This comprised of 7086, 6447 and 6730 examinees’ responses for the 2018, 20019 and 2020 NABTCE Biology. A multistage sampling technique was adopted for the study, in which a stratified sampling technique, simple random sampling technique and a cluster sampling was applied for effective selection. The instrument used was the NABTCE May/June Biology multiple choice test questions for 2018, 2019 and 2020 made up of fifty items and four options each. The instruments were assumed to be valid and reliable as it was a test constructed by a public examination body. Principal Component Analysis (PCA) of factor analysis was used to determine the unidimensionality of the instruments.

This study investigated the prevalence of childhood trauma on adulthood among adolescents in the University of Benin. The study focused on graduating students who were final year students. To guide this study, four research questions were raised. The survey research design was used in conducting the study. The instrument for data collection was a questionnaire titled “Impact of Childhood Trauma Questionnaire”. The population for the study was estimated to seventy-seven thousand (77,000) undergraduate students from eight-two (82) departments of University of Benin. A sample of one hundred and forty (140) participants were randomly selected for the study. The data obtained from the questionnaires were subjected to descriptive analysis using mean and standard deviation.
Results from the data obtained revealed that there is a prevalence of childhood trauma in adulthood among undergraduate students, that emotional abuse was the most common, that childhood trauma significantly affect mental health and well-being and that there accessible and helpful psychological supports for managing these challenges. Based on the findings of this study it was recommended that since the level of childhood trauma is high among undergraduate students at the University of Benin, there is a need for the continuity of intervention activities that could reduce this to the barest minimum and cultivation for a more inclusive environment, advocating for social acceptance and multicultural awareness.