UNIVERSITY OF BENIN.

Background: Sports injuries were a major concern among amateur footballers, often leading to reduced performance, loss of participation time, and long-term complications. Effective injury prevention depended largely on athletes’ knowledge and attitudes toward preventive measures. However, limited research existed on these variables among amateur footballers in Nigerian universities, particularly within the University of Benin (UNIBEN). Aim: This study aimed to determine the knowledge and attitudes towards injury prevention among amateur footballers in the Faculty of Basic Medical Science, University of Benin. Methods: A cross-sectional descriptive design was employed involving 92 male and female amateur footballers aged 18 years and above from the Faculty of Basic Medical Science, UNIBEN. Participants were selected using a stratified random sampling technique. Data were collected using an adapted self-administered questionnaire assessing sociodemographic characteristics, knowledge, and attitudes towards injury prevention. Descriptive statistics summarized participants’ characteristics, while Chi-square tests and independent t-tests determined associations between sociodemographic variables, knowledge, and attitude levels at a significance level of p < 0.05. Results: Participants were predominantly male (63%) and aged 18–25 years (78.3%). The majority (58.7%) demonstrated fair knowledge of injury prevention, while 28.3% had good knowledge and 13.0% had poor knowledge. Most participants (71.7%) displayed positive attitudes towards injury prevention. There was no significant association between gender, department, or BMI and knowledge or attitude levels (p > 0.05), but years of experience showed a weak positive relationship with knowledge scores. Conclusion: Amateur footballers in UNIBEN generally exhibited fair knowledge and positive attitudes towards injury prevention, although certain misconceptions persisted. Targeted educational interventions and physiotherapist-led prevention programs are recommended to enhance injury prevention awareness and promote safer sporting practices among university footballers.

This research examined how face threatening acts (FTAs) are mitigated with politeness strategies and mitigation devices during postgraduate seminar presentations in the University of Benin. The data for this study were collected using field notes, and an audio recorder to capture the seminar presentations in five faculties. These faculties were randomly sampled from the fifteen faculties in the University, and they include Faculty of Arts, Faculty of Physical Science, Faculty of Pharmacy, Faculty of Management ciences, and Faculty of Engineering. From these five faculties, the following departments were selected: English and Literature, History, Mathematics, Chemistry, Physics, Accounting, Business Administration, Mass Communication, Production Engineering, Mechanical Engineering, Pharmacy, Banking and Finance, Economics, Marketing, Statistics, and Linguistics. Also, the data for the study are analysed using the Brown and Levinson Politeness Theory. Focusing on four types of politeness superstrategies and itigation devices, the study has found that regardless of the power-distance relationship between students and lecturers, lecturers tend to be cognisant of the face wants of the presenters as evidenced by the use of negative politeness and off record superstrategies, which both occur as the most used face threat mitigating strategies in the postgraduate seminar presentations.

This study examines the impact of cyber fraud on the academic performance and study habits of undergraduate students at the University of Benin. Using a snowball sampling technique, data were collected from 380 students through surveys and interviews. The findings reveal that students engaged in cyber fraud often struggle with time management and academic performance due to distractions and misplaced priorities. The study concludes that cyber fraud negatively affects students' academic success. It recommends stricter institutional policies, awareness campaigns, and financial support programs to curb student involvement. Further research should explore this issue in other universities for a broader perspective.

This study examined the influence of stress on the academic performance of undergraduate nursing students at the University of Benin. Using a cross-sectional survey design, data were collected from 282 students via structured questionnaires. Results showed that academic workload and clinical responsibilities were major stressors, with 44.9% and 76.4% of students respectively reporting significant stress related to these areas. While 76.4% found peer and instructor support beneficial for managing stress, 40.6% indicated limited access to coping resources. Stress was found to negatively impact concentration, motivation, examination performance, and information retention among many students. Despite these challenges, students commonly employed coping strategies such as listening to music, social interaction, and spiritual practices. The majority endorsed interventions including time management workshops, peer support groups, and counselling services to mitigate stress. Recommendations focus on implementing structured support systems and stress management programs to enhance academic outcomes and overall well-being, highlighting the importance of continuous evaluation to improve nursing education.

This study was to access the effectiveness of Social Studies education in ameliorating social vices amongst undergraduates in Faculty of Education, University of Benin. Four research questions were raised to guide the study. The population for the study consists of students from the eight Department in Faculty of Education, University of Benin, Benin City. A sample size of 240 students were randomly selected for the study. The instrument used for data collection was questionnaire, which was developed by the researcher, validated by the project supervisor before it was administered by the researcher. The data collected were tabulated according to the researcher questions and analyzed with the use of simple percentage. The results revealed that curriculum content of Social Studies has helped to ameliorate social vices among undergraduate students such as cultism, stealing, drug abuse, exam malpractice and thuggery, It was also revealed that the challenges encountered by undergraduate students in keeping up with social norms and values are peer pressure, family background, unhealthy use of social media, difficulty in getting a good role model and poverty. It was therefore recommended that efforts should be made for teacher training, seminars, forums, and workshops to familiarize teachers with the curriculum and to improve teacher competence and provide them with relevant materials, teachers and lecturers should be empowered and exposed to a variety of ways of improving their own knowledge and skills, finally, the government needs to compensate teachers by paying good salaries and allowances to facilitate teaching and learning and inculcate good morals in students, as is being done in other sectors of the economy