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This study examined the relationship between social support and mental health outcomes among women in Ikpoba-Okha Local Government Area of Edo State. The study aimed to investigate the availability and types of social support accessible to women, the mental health challenges they face, the influence of social support on their mental well-being, barriers to accessing support, and the role of social workers in strengthening support systems. A descriptive survey research design was adopted, and a structured questionnaire was administered to one hundred (100) women selected through a multi-stage sampling technique. Data were analyzed using frequency counts, percentages, and descriptive interpretations. The findings revealed that most women had moderate access to social support, primarily from spouses and family members, while emotional and instrumental support were the most common types received. However, 25% of respondents reported difficulties accessing consistent help. The study further revealed high levels of psychological distress among women, with 60% reporting anxiety, 50% experiencing depression, and 70% feeling overwhelmed by responsibilities. A strong positive relationship was established between social support and mental health outcomes, as 75% of respondents agreed that social support improves mood and reduces stress. Major barriers identified included financial constraints (50%), lack of awareness (40%), and social stigma (35%). Respondents strongly emphasized the need for social workers to provide counseling, create women’s support groups, and lead community education initiatives on mental health. The study concluded that social support significantly influences the mental health outcomes of women in Ikpoba-Okha LGA. It recommended that policymakers and social work professionals should prioritize community-based interventions, strengthen informal support networks, and develop sustainable social support programs that enhance women’s psychological well-being and resilience.

This research critically examines five contemporary sculptural artworks located on Ekehuan Campus, Benin City, focusing on their form, expression, and communicative potential. The study addresses the skepticism surrounding the ability of sculptural pieces to convey universal, non-verbal communication, independent of linguistic or idiomatic interpretations. This skepticism raises questions about the accessibility of the sculptural language to diverse audiences and its effectiveness in transcending cultural and contextual barriers. The research aims to explore how these sculptures communicate ideas, emotions, and narratives through their forms and expressions. By analyzing the selected artworks, the study seeks to uncover the extent to which they fulfill their communicative roles and resonate with both informed and lay audiences. Using a qualitative methodology, the research involves on-site observations, photographic documentation, and critical analysis of the sculptures’ aesthetic, thematic, and symbolic dimensions. Interviews with the artists and viewers provide further insights into the intent behind the artworks and their perceived impact. The findings reveal that while sculptural artworks on Ekehuan Campus exhibit remarkable creativity and thematic depth, their ability to communicate universally varies. Factors such as cultural symbolism, abstraction levels, and viewer familiarity significantly influence interpretation. The study concludes that effective non-verbal communication in sculpture requires a careful balance between universal themes and contextual nuances. This research contributes to art history and criticism by highlighting the dynamic interplay between form, expression, and audience perception in sculptural art, advocating for a more inclusive approach to public art creation and interpretation.

This study explores the relationship between digital literacy and academic performance among tertiary education students. As education becomes increasingly digitised, students are epected to navigate online learning platforms, conduct digital research, collaborate virtually, and utilises various technological tools. However, disparities in digital literacy levels may affect students’ ability to engage effectively with academic materials, leading to variations in performance. This research investigates how digital literacy skills—such as information retrieval, digital communication, content creation, and problem-solving—correlate with students’ academic success. A quantitative research design was employed, with data collected through structured questionnaires distributed to tertiary education students. Stratified random sampling was used to ensure diverse representation across different institutions, disciplines, and demographic groups. The collected data were analysed using descriptive statistics, correlation analysis, and regression modelling to determine the extent to which digital literacy influences academic performance. Findings indicate a strong positive correlation between digital literacy and academic performance, with students possessing higher digital literacy skills achieving better grades and engaging more effectively in academic tasks. The study highlights key areas where digital literacy impacts learning, as well as challenges faced by students with lower digital proficiency. The results emphasise the need for educational institutions to integrate digital literacy training into their curricula, provide access to digital tools, and implement policies that bridge the digital divide. By fostering strong digital literacy skills, universities can enhance student engagement, improve learning outcomes, and better prepare graduates for an increasingly digital world. This study contributes to the growing body of research on digital education and offers practical recommendations for educators, policymakers, and students to optimise the role of technology in academic success