FACULTY OF EDUCATION

This study was designed to examine the effects of social media on information dissemination among Library and Information Science Students in University of Benin. To achieve the purpose intended for the study, four research questions were raised to guide the study. Descriptive research was used for this study. The population of the study comprised of 412 final students of Library and Information Science Student in Faculty of Education, University of Benin, of Edo State. The sample for the
study consists of 100 Library and Information Science Students. The Simple Random Sampling was used to select the students from the population. The research instrument used for data collection was a structured questionnaire and was designed by the researcher titled Effects of social media on Information Dissemination Among Library and Information Science Students in
University of Benin. The test-retest method reliability was used to determine the consistency of the opinion of the respondents. The instrument was administered to students in University of Benin and the students which were not part of the study were used for the reliability of the study. The reliability value of 0.76 was obtained using Cronbach Alpha. The data collected were analysed using frequency count, simple percentage, and mean score standard. Findings from the study revealed that the respondents claim they frequently use WhatsApp to share academic information with my classmates. Also, it reveals that the students
use social media to share lecture notes and course materials, it was discovered that respondent made use of social media to enhances quick access to academic information. It was recommended that Department should be encouraged to include dedicated modules on social media literacy. There should be established group that promote use of academic and verified channels for
information sharing.

This study assesses the influence of social media on the health and safety of students in the university of Benin. Three research questions were raised to guide this study. The survey research design was adopted for this study; this is because the data was collected from a sample population with specific characteristics. The population of the study comprised 43,679 undergraduates from the University of Benin. Out of this population, 230 students were selected as the sample, representing those who completed and returned the questionnaire. The instrument used to collect data for the study was a 25-item self-structured questionnaire. The instrument for the data collection was personally administered by the researcher to the respondents. The findings of this study indicates that students at the University of Benin possess a high level of awareness of the influence of social media on their health and safety. However, exposure to social media was found to negatively affect sleep patterns, academic performance, face-to-face interactions, and psychological wellbeing. The strategies implemented by the university to mitigate these effects, including awareness programmes, counselling services, peer support groups, and digital literacy initiatives, were moderately implemented. The study recommends that the university strengthen these programmes, improve accessibility, and expand digital literacy and peer support initiatives to promote safer social media use among students.

This study examined the influence of teachers’ characteristics on students’ academic performance in Biology in selected senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ academic qualifications, teaching methods, attitudes toward teaching, professional performance, and classroom management skills relate to students’ performance in Biology. A descriptive survey research design was adopted, involving 37 respondents comprising 20 students and 17 teachers selected from 13 public secondary schools in the study area. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. Findings revealed that although students perceived teachers’ characteristics as important contributors to effective teaching and a positive learning environment, these characteristics did not significantly predict academic performance in Biology. Regression results showed no significant influence of academic qualifications, teaching methods, teachers’ attitudes, professional performance, or classroom management skills on students’ Biology performance (p > 0.05 for all variables). The study suggests that students’ performance may be determined by a combination of factors beyond teacher- related characteristics, including student motivation, availability of instructional resources, home background, and broader school conditions. The study concludes that while teacher characteristics support effective classroom delivery, they are not sufficient alone to significantly shape academic outcomes in Biology. It recommends enhanced teacher development programs, improved learning resources, stronger administrative support, and holistic educational strategies that integrate teacher quality with student-centered and environmental factors. Future research is encouraged to explore additional determinants of academic performance across broader subjects and contex

Teenage pregnancy remains a critical public health concern with significant health, educational, and socio-economic implications for adolescents. This study examined the role of health education in preventing teenage pregnancy among teenagers in Ovbiogie Community. A descriptive survey research design was adopted, and data were collected from 200 adolescents using a structured and validated questionnaire administered through simple random sampling. Data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. Findings revealed that health education significantly improves adolescents’ knowledge of reproductive health, contraceptive use, and the consequences of early pregnancy. The study further identified peer influence, inadequate parental communication, and limited access to accurate sexual and reproductive health information as major contributors to teenage pregnancy. The study concluded that comprehensive, school- and community-based health education interventions are effective in reducing the incidence of teenage pregnancy. It was recommended that stakeholders strengthen adolescent-friendly health education programmes and integrate comprehensive sexuality education into school curricula to promote responsible sexual behaviour.

This study investigated gender disparities in sports participation and its influence on academic performance among secondary school students in Edo State, Nigeria. The research make use of a descriptive survey design to examine the extent of gender differences in sports involvement, the relationship between sports participation and academic outcomes, the perceived benefits of sports, and also the barriers uniquely affecting female students. The population comprised 470 students from two secondary schools—Ekosodin Secondary School and OSA Osula Secondary School—from which a sample of 100 students was selected using stratified random sampling. Data were collected using a structured questionnaire titled “Gender Disparities in Sports Participation and Academic Performance Questionnaire (GDSP-Q).” Descriptive statistics (mean and standard deviation) were used to answer the four research questions, while inferential statistics (independent samples t-test and Pearson product moment correlation) were employed to test four null hypotheses at the 0.05 significance level. The findings revealed a significant gender disparity in sports participation, with male students having higher involvement than their female counterparts. A strong positive correlation was found between sports participation and academic performance, indicating that students engaged in sports tend to perform better academically. Respondents also strongly agreed that sports participation offers substantial physical, psychological, and social benefits. Also, female students perceived significantly greater barriers to sports participation, including cultural norms, lack of parental support, and fear of social stigma, compared to male students. All four null hypotheses were rejected. It was then concluded that gender-based inequities in sports participation exist in Nigerian secondary schools and that these disparities have academic and developmental implications on the students. The study recommends the implementation of gender inclusive sports policies, increased parental and community sensitization, provision of adequate sports facilities and female coaches, and the integration of sports into the academic curriculum as a strategy for enhancing the students holistic development.

Academic performance of students in universities has been associated with underlying problems, one of which is that of students’ stress. This study therefore aims to determine the influence of stress on the academic performance of undergraduates in University of Benin, Benin City, Edo State. In order to carry out the task, four research questions were raised and one hypothesis formulated which was tested at 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 6576 undergraduates. The data was collected using simple random technique and a sample size of 380 undergraduate students from the eight (8) departments in the Faculty of Education, University of Benin, Benin city, was used for the study. The research instrument used for the study was a self-structured questionnaire. The validity of the instrument was subjected to scrutiny and the test-retest reliability technique was used to ascertain its reliability. The correlation coefficient computed was 0.82 indicating that the instrument was reliable. The data was analysed using descriptive statistics such as frequency, percentages and means, while chi-square statistics was used to test the hypothesis. Results revealed that undergraduate students of University of Benin were having stressed times in certain areas of their academic life such as: overall study habits, organizing time, listening and taking notes, writing test/examinations, financial concerns/hardships, campus environment, and course requirements. Majority (66.6%) of the respondents reported to have high stress levels while, the stress level for 18.9% of the respondents is moderate and for 14.5% of the respondents, it is low. The chi-square test carried out confirmed that there is a significant relationship between students’ stress levels and their academic performance in the University of Benin. In conclusion, students have to set priorities in light of their resources to avoid stressful situations. Recommendations were made that stress intervention programs be designed to address stress of University students. Coping strategies that deals with one's own thoughts and feelings can be facilitated by accessible professional and peer counselling, student support groups, and adequate course advising. Also, students themselves must develop effective study habits by giving appropriate time that must fulfil the demand of their course.

The increasing prevalence of Type 2 diabetes poses a significant public health concern, particularly among working professionals such as teachers, whose demanding schedules and lifestyle habits may contribute to their risk of developing the disease. This study investigates the influence of dietary changes, physical activity, and lifestyle modifications on the prevention of Type 2 diabetes among teachers in Egor Local Government Area, Edo State. The study employed a descriptive survey research design, and data were collected through a structured questionnaire distributed to public secondary school teachers. The findings reveal that while most respondents acknowledge the importance of maintaining a balanced diet in diabetes prevention, a considerable number still consume excessive processed and fast foods, indicating the need for improved dietary awareness and education. Additionally, teachers recognize the role of regular physical activity in reducing diabetes risk, yet workload constraints and lack of structured fitness programs hinder their participation in exercise routines. The study further highlights the impact of workplace wellness initiatives in fostering healthier lifestyle choices among educators. Despite the recognized benefits of lifestyle modifications, challenges such as busy schedules, unhealthy dietary habits, and limited institutional support restrict full adherence to preventive measures. The study underscores the need for increased health education, targeted policy interventions, and structured workplace wellness programs to promote diabetes prevention among teachers. It recommends the integration of nutritional education and physical activity support systems into school policies and teachers' professional development programs. Addressing these barriers will be essential in reducing the prevalence of Type 2 diabetes in this population, ultimately improving teachers' overall health and productivity

The study was based on “An Analysis of the Level of Exposure of Secondary School Students to Social Networking Sites in Ovia North East LGA of Edo State”. In order to achieve the intended objectives of the study, five research questions were raised and
answered using the descriptive survey research design. The population of the study comprised of the 80 senior secondary school students in public and private schools in Ovia North East L.G.A. of Edo State. A well-structured questionnaire was the instrument used to elicit information for the study. The data collected were analysed into tables using simple percentage, frequency, mean and standard deviation to answer the research questions as well as interpretation of the information gathered. The findings of the study revealed that WhatsApp, Facebook, and Twitter/X are the predominant social networking sites among secondary school students, while Instagram was the least used. That students are highly exposed to social networking sites, also, findings revealed that both male and female students showed high exposure to social networking sites amongst others. Based on the findings, it was recommended that educators and school administrators should integrate digital literacy and responsible social media use into the school curriculum, that parents should actively monitor and guide their children’s social media use, that policymakers and education authorities should design policies that regulate the use of mobile devices during school hours; furthermore, that school counsellors and mental health professionals should provide sensitization programs and counselling to address issues such as cyberbullying, online peer pressure etc. and finally, it was recommended that special attention should be paid to demographic differences revealed in this study.

This study examined the availability and utilization of e-learning resources in the teaching of English language among secondary school students in Egor Local Government Area of Edo State. The study was prompted by the increasing importance of digital technologies in education and the need to understand their role in improving English language teaching and learning in a developing context. A descriptive survey research design was adopted, and data were collected through structured questionnaires administered to selected students and teachers in Egor Secondary School. Findings revealed that e-learning resources such as computers, digital materials, multimedia tools, and internet facilities enhance students’ proficiency in reading, writing, listening, and speaking when effectively utilized. However, challenges such as inadequate availability of resources, poor infrastructure, irregular power supply, insufficient teacher training, and limited technical support hinder effective utilization. The study concludes that e-learning resources play a significant role in improving English language learning, but their impact is constrained by several institutional and infrastructural challenges. It therefore recommends that government and school authorities provide adequate ICT facilities, improve infrastructure, and organize continuous training for teachers to enhance the effective integration of e-learning resources in secondary schools.

This study examined the influence of coaching styles on the performance of student-athletes at the University of Benin. The purpose was to identify the dominant coaching styles used by coaches and determine how these styles affect athletes’ performance, academic motivation, and overall development. The study also explored athletes’ perceptions of coaches’ leadership and communication, as well as challenges associated with applying coaching styles effectively. A descriptive survey research design was adopted. The population consisted of 204 student- athletes, from which 102 were selected using purposive and convenience sampling techniques. Data was collected using a validated and reliable self-structured questionnaire, with reliability confirmed through the test–retest method and Cronbach’s Alpha. Descriptive statistics such as mean and standard deviation were used to analyze the data. Findings showed that democratic and supportive coaching styles were the most dominant among coaches. Coaching styles were found to significantly influence athletic performance, confidence, discipline, and academic motivation. The study also identified challenges such as
inadequate resources, large team sizes, academic pressure, and limited institutional support. It was recommended that coaches receive continuous training on effective leadership and athlete-centered methods, and that the university strengthen its support systems to enhance coaching effectiveness and student-athlete performance.