R. E. ESEWE

Learning platforms play a vital role in shaping students’ academic achievement and critical thinking skills, particularly in highly demanding fields like nursing. Understanding how traditional and online learning platforms impact these competencies is essential for improving nursing education. This study assessed the perceived impact of traditional and online learning platforms on nursing students’ knowledge acquisition and critical thinking skills at the University of Benin. A descriptive cross-sectional survey design was adopted, utilizing a convenience sampling technique to select 245 nursing students across different academic levels. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27.0, focusing on sociodemographic characteristics, perceived impacts, and platform-specific strengths and limitations. The study revealed a predominantly young and female student population, with 47.9% of respondents aged 21–25 years and females accounting for 88% of the participants. Traditional learning platforms were perceived by 75% of respondents as having a igh positive impact, enhancing understanding of concepts (mean = 3.5), promoting active participation (mean = 3.2), and supporting critical thinking through real-time feedback. Similarly, 78% of students reported a high positive impact from online learning platforms, citing flexibility, ease of access to diverse resources (mean = 3.1), and the ability to revisit recorded lectures (mean = 3.3) as major benefits. However, challenges such as poor internet connectivity (50% strongly agreed) and the need for higher self-discipline were noted. Both traditional and online platforms contribute significantly to students’ cognitive development, highlighting the importance of a blended learning approach. Educational institutions should enhance internet infrastructure, promote structured online learning strategies, and integrate critical thinking exercises across both platforms. Further research is recommended to explore the long-term academic and professional outcomes associated with blended learning environments.

Excessive alcohol intake among university students is a pressing public health concern, with potential implications for both health and academic performance. This study explores the knowledge and associated factors influencing excessive alcohol consumption among undergraduate students in Basic Medical Sciences at a tertiary institution in Benin, Edo State. Key areas of interest include socio-demographic factors, knowledge of alcohol’s effects, behavioral influences, and perceived impact on academic outcomes. A descriptive cross- sectional survey design was employed, utilizing a stratified sampling technique to select a representative sample of 290 students. Data were collected through structured questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0. Analysis included descriptive statistics to summarize demographic characteristics and inferential statistics to identify factors associated with alcohol intake behaviors. The study found that 80.3% of students demonstrated good knowledge of the health effects of excessive alcohol intake, while 19.7% displayed poor knowledge. Major factors associated with excessive intake included peer pressure (mean score 3.1), ease of accessibility on campus (mean score 3.1), and stress (mean score 3.2). A majority (67.2%) reported family alcohol use, suggesting a potential influence on personal consumption behaviors. Perceptions of alcohol's impact on academic performance were mixed, with 51.4% viewing the impact as low and 48.6% as high. Nonetheless, specific items related to academic performance scored consistently high, indicating a recognized negative impact on focus, class attendance, and study outcomes. While students show substantial knowledge of alcohol's risks, factors like peer pressure and stress continue to drive excessive intake. Academic performance is perceived to be impacted by these behaviors, suggesting a need for interventions. Targeted educational programs and mental health resources are recommended to address the knowledge-behavior gap. Strategies should focus on providing stress management support, fostering healthier social norms, and promoting awareness of alcohol's academic consequences. Keywords: Knowledge, Associated factors, Influence Alcohol, intake, Undergraduate students