DEPARTMENT OF EDUCATIONAL EVALUATION AND COUNSELLING PSYCHOLOGY

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.

The study was carried out to examine the study habits of students with hearing impairment and its effect on their academic performance. Five research questions were formulated to guide the study. Descriptive survey research design was adopted for this study. The study population consists of students with hearing impairment in a segregated school setting. A total number of 27 students with hearing impairment were used for the study. The instrument for the study was a questionnaire on study habit of students with hearing impairment and its effect on their academic performance. The instruments used for this study was validated by the project supervisor and two other lecturers in the course area and the data collected were analyzed using descriptive statistics. The analyzed data shows that there's a significant relationship between the academic performance of students with disabilities and the Family background, attitude of the students, availability of school personnel and lastly teaching strategies. Based on the findings, some recommendations were made which include: Provision for properly trained special teacher, proper placement of special teachers, offer guidance and counselling services to students with special needs, appropriate modification of curriculum and teaching strategies.

The main objective of this study was to explore and assess the effectiveness of the counselling centre in managing the mental and psychological health of undergraduate students at the University of Benin. Specifically, the research sought to investigate how current counselling services assist students in coping with mental and emotional challenges. A descriptive survey design was adopted for the study. The population comprised all undergraduate students of the University of Benin. A representative sample was selected from this population using an appropriate sampling technique. Data were collected through the utilization of a structured questionnaire, and subsequent analysis was performed using the mean for descriptive purposes. The findings indicated that the counselling centre is moderately effective in addressing students’ mental and psychological health needs. Key challenges identified include insufficient funding, a limited number of trained counsellors, and low awareness among students regarding the available services. Recommendations derived from the study emphasize the need for improved funding for counselling services, the implementation of increased awareness programmes, and the employment of additional trained counsellors to enhance service quality and accessibility.

This study examined the influence of personality traits and emotional intelligence on the academic performance of secondary school students in Egor Local Government Area. The population of the study comprises of all senior secondary students in public mixed secondary schools in Egor Local Government Area of Edo State. Five research questions were raised to guide the study A self-constructed questionnaire with 15 item was used to gather data for the study. The internal reliability of the instrument was established by the researcher using a sample of (20) students outside the area of study. Data obtained was analyzed using hypotheses 1-2 was tested using Pearson Product moment Correlation Statistics. Hypotheses 3-4 was tested using Fisher’s z-test statistics while hypothesis five was tested using Regression analysis. The hypotheses were tested at a significant level of 0.05. the result showed that personality traits do not significantly influence academic performance of secondary school students. Meaning that there is no significant relationship between personality traits and academic performance of senior secondary school students in Egor students Local Government Area of Edo State. Based on the findings it was recommended that counseling units should be established in all secondary schools in the country so as to impact emotional intelligence to students having low academic performance, also school environment should be clean and conducive for learning in an attempt to reduce low interest of students in learning