FACULTY OF EDUCATION

This study examined the determinants of primary health care (PHC) service uptake among traders operating in New Benin Market. In pursuit of this objective, four research questions were formulated and relevant literature on primary health care services was comprehensively reviewed. A descriptive research design was employed, with a target population of 4,320 market traders drawn from New Benin Market in Oredo Local Government Area of Edo State. Using simple random sampling, 216 traders were selected to serve as the study sample. Data were gathered through a structured close-ended questionnaire consisting of 20 items, which was validated by the project supervisor and two additional experts in the Department of Health, Safety and Environmental Education. Reliability was established via the test-retest method. The 216 administered questionnaires were returned in full, and the collected data were analyzed using frequency counts, percentages, means, and standard deviations. Findings indicated that economic constraints, limited awareness, proximity to health facilities, and religious orientation significantly influence PHC service uptake. Notwithstanding these challenges, traders in New Benin Market were found to exhibit a relatively high rate of PHC utilization, especially for minor ailments, routine medical examinations, and immunizations. The study recommends that government and relevant health authorities extend financial assistance to lower the cost burden of PHC services; that public health bodies mount regular awareness and health promotion campaigns to inform traders of the availability and advantages of PHC services; and that additional PHC facilities be established in closer proximity to major trading centres and densely populated market zones.

This study assessed the knowledge of women of childbearing age regarding the causes, signs, barriers, and factors contributing to malnutrition among children under five years. Four research questions guided the study, focusing on maternal awareness of malnutrition causes, recognition of its signs, obstacles to applying nutritional knowledge, and factors that enhance understanding. The study adopted a descriptive survey design, as data were collected from a sample population with specific characteristics. The target population comprised women of childbearing age in the study area, and a total of 300 respondents were selected using a combination of random and purposive sampling techniques. A structured questionnaire consisting of relevant items was personally administered by the researcher, with instructions provided to ensure accurate responses. The findings revealed that women demonstrated a moderate level of knowledge regarding the causes of malnutrition (grand mean = 2.51) and its signs (grand mean = 2.53). While most respondents recognised inadequate feeding practices, lack of exclusive breastfeeding, stunted growth, and poor weight gain as indicators of malnutrition, gaps existed in awareness of poverty, repeated childhood illnesses, and maternal nutrition during pregnancy. Key barriers to applying nutritional knowledge included financial constraints, cultural beliefs, household responsibilities, limited access to health professionals, and inadequate health education programmes. Factors contributing to improved maternal knowledge included access to health professionals, participation in health education programmes, formal education, community-based campaigns, and media sources. The study concluded that although women of childbearing age have moderate awareness of malnutrition, cultural, economic, and educational limitations restrict the effective application of their knowledge. It is recommended that government and non- governmental organisations implement intensive maternal education programmes, community awareness campaigns, women’s empowerment initiatives, and media-based nutrition education to enhance maternal understanding and improve child nutrition outcomes.

The study investigated the impact of scheduling and timetable clashes on academic performance of integrated science students. Five research questions were raised to guide the study. Descriptive survey research design was adopted by the study. The population of the study comprised of all science education students in of the selected university. Specifically, the study focused on 150 students in integrated science, chemistry education, and biology education. They were selected from the population using the stratified random sampling technique. The questionnaire was the instrument used for data collection. The validity of the instrument was validated by the researcher’s supervisor. The data collected were analyzed using descriptive statistical methods, frequency counts at 0.05 level of significance. The result of the reliability test yielded a Cronbach Alpha coefficient of 0.84, which indicates a high level of internal consistency of the instrument. The study found that many students experience timetable clashes, including lecture overlaps and scheduling conflicts, during their academic activities. It also revealed that timetable clashes vary across academic levels, with students in higher levels (especially 300 and 400 levels) facing more scheduling challenges due to heavier workloads and course combinations. Furthermore, Integrated Science students were found to experience more timetable-related problems because they take courses from multiple science departments, affecting both male and female students. Based on the findings, the study recommends that university management adopt effective timetable planning, computerized scheduling systems, and balanced academic schedules while encouraging students to develop time-management skills in order to reduce timetable clashes, minimize stress, and improve academic performance.

This study was designed to investigate oral literature as a medium of teaching moral values to selected schools in Egor Local Government Area, Edo state. Five (5) research questions were raised to guide the study. The descriptive survey research design was adopted for this study. The population of the study comprised of 20 public schools in Egor Local Government Area of Edo state, with the total number of 14,812 students. The simple random technique was use to select the sample of the study. The research instrument used for the study was a questionnaire. The questionnaires comprised two sections: the first contained the demographic information of the respondents. It was letter A-C(for both students and teachers), while the second section has twenty (20) items for students and twenty -five (25) for teachers that contained questions on oral literature as a medium of teaching moral values to selected schools. Data collected were analyzed using responses and percentage. The finding reveals that many teachers do not have the sufficient knowledge and competence to teach Oral Literature. There are no functioning language laboratories and other instructional resources for the effective teaching of Oral Literature in Oredo Local Government Area of Edo State. Also the habitual use of the mother tongue by students at home and in school inhibits the learning of oral language. It was recommended that adequate knowledge and competence in Oral Literature are necessary for all teachers of Oral Literature in school's and standard language laboratories and libraries should be built and equipped for the effective teaching of Oral Literature.

This study examined the impact of Artificial Intelligence on the Research Productivity of Library and Information Science students in Edo State. Five research questions were raised to guide the study. The study employed a descriptive survey research design. The population of the study comprised of all undergraduate students in the Department of Library and Information Science (LIS), Edo State who are registered and actively enrolled in the 2024/2025 academic session. A sample of 205 respondents was randomly selected and used in the study and they were drawn to represent the entire population. The Instrument for data collection in this study was a structured questionnaire developed by the researcher titled "The Impact of Artificial Intelligence on Research Productivity of Library and Information Science Students in Edo State (TIAIRPQ). The data collected were analyzed using mean (x), standard deviation (SD) and percentage method. The findings from the study showed that ChatGPT is the commonly used AI tool by LIS Students. Supporting this finding, Tlili et al. (2023) reported that ChatGPT is widely adopted by university students because it integrates naturally into existing learning workflows without requiring advanced technical skills. Furthermore, it was discovered that the level of Awareness among students regarding ethical issues in AI Assisted Research is high. Based on the findings of the study, it was recommended that Nigerian tertiary institutions offering LIS programmes should formally integrate ChatGPT and similar generative AI tools into information literacy and research methodology courses through guided instructional use.

This study examines emotional Labour and the wellbeing of early childhood educators in Benin City. To achieve this objective, five research questions were posed and answered. A descriptive survey research design was adopted for the study, and the sample comprised 150 early childhood teachers selected through a multi-stage sampling procedure. The data collection instrument was a self-structured questionnaire. The instrument was validated by three experts in the field of early childhood education, health and counselling psychologists. Cronbach's Alpha was used to assess the instrument's internal consistency, yielding an alpha of 0.89. The data were analysed using descriptive statistics (means and standard deviations). The findings revealed that early childhood teacher experienced a high level of emotional Labour in their professional roles. In addition, emotional Labour affects the wellbeing of early childhood teachers. Furthermore, the study indicates that the emotional Labour experienced by early childhood teachers is triggered by contextual factors such as workload, low salaries, large class sizes (high pupil-to-teacher ratios), school management policies and cultural expectations of teachers. Moreover, the study revealed that early childhood teachers employ various strategies, such as prayer, spiritual activities, positive thinking, peer support, relaxation and exercise, in coping with emotional Labour. Additionally, the study indicated that the support system available for the teachers includes family, friends, colleagues and training opportunities. However, management's institutional support was limited. Based on these findings, the study recommends, among others, that school management and educational authorities should establish structured emotional support systems for teachers, such as counselling services, mentorship programs and regular wellbeing check-ins. Government and school proprietors should reduce class sizes, provide adequate teaching resources, and ensure fair workload distribution to minimise emotional stress among teachers.

This study examined the challenges influencing exclusive breastfeeding completeness among nursing mothers in Ikpoba-Okha Local Government Area of Edo State, Nigeria. Six research questions were raised and three hypotheses were formulated to guide the study. The research adopted a descriptive survey design to identify factors affecting mothers’ ability to complete the EBF period and to explore the influence of education, occupation, and parity on breastfeeding practices. A sample of 215 nursing mothers was drawn from eight functional Primary Health Care Centres using a multistage sampling technique. Data were collected with a validated questionnaire and analyzed using descriptive statistics and chi-square tests at a 0.05 significance level. Findings revealed that while most mothers initiate exclusive breastfeeding, many discontinue prematurely due to challenges such as short maternity leave, inadequate family and workplace support, cultural pressures to introduce water or artificial feeds, breast engorgement, and perceived insufficiency of breast milk. Educational level and occupational status significantly influenced EBF completion, whereas parity showed minimal effect. The study recommends enhanced public health education, workplace breastfeeding policies, and community support initiatives to promote exclusive breastfeeding practices. These findings contribute valuable insights for policymakers, healthcare providers, and maternal health advocates seeking to improve child survival and maternal wellbeing in Nigeria.

This study investigated the views of students with disabilities and B.Sc. (Ed.) Special Education students regarding inclusive education practices and peer support at the University of Benin during the 2025/2026 academic session. A descriptive survey design was employed for the study. Data were obtained from a sample of 40 participants, comprising 20 students with disabilities and 20 Special Education students, using a validated 25-item questionnaire with a Cronbach's Alpha reliability coefficient of 0.69. The study addressed four research questions and tested two null hypotheses using descriptive statistics (mean and standard deviation) and Pearson Product-Moment Correlation at the 0.05 level of significance. The results indicated that students with disabilities were generally dissatisfied with the implementation of inclusive education practices, particularly regarding the availability of accessible facilities and the use of inclusive instructional methods. Despite these concerns, respondents reported positive experiences with peer support, noting that classmates were generally willing to assist them during lectures and treated them with respect and dignity. Furthermore, the correlation analysis showed that peer support was not significantly associated with the level of inclusion experienced by students with disabilities (r = .332, p = .152). Likewise, no significant relationship was found between the perceptions of students with disabilities and those of Special Education students concerning inclusive education practices (r = .343, p = .138). Based on these findings, the study concluded that the implementation of inclusive education at the University of Benin remains below the expected standard, although peer support among students is encouraging. The study therefore recommended that the university improve the provision of accessible learning facilities, strengthen disability support services, actively involve students with disabilities in decisions related to inclusion, and provide regular professional development for lecturers to enhance the adoption of effective inclusive teaching practices.

This study examines the influence of the school environment on the mental health conditions of students at the University of Benin. The university environment plays a significant role in shaping students' emotional, psychological, and social well-being, as factors such as academic workload, physical facilities, social relationships, campus safety, and access to support services can either enhance or undermine mental health. The study aims to identify key environmental factors affecting students' mental health, assess the prevalence of mental health challenges among students, and examine the relationship between the school environment and students' psychological well-being. A descriptive survey research design will be adopted, with data collected through structured questionnaires administered to selected undergraduate students. The findings are expected to provide insights into how aspects of the university environment contribute to mental health conditions such as stress, anxiety, and depression. The study also seeks to recommend strategies for creating a healthier and more supportive learning environment that promotes students' academic success and overall well-being. It is anticipated that the results will assist university administrators, policymakers, and mental health professionals in developing interventions aimed at improving students' mental health outcomes and enhancing the quality of campus life.