NIGERIA

This study investigated the prevalence, types, and impact of anxiety on academic performance and wellbeing among undergraduate students at the University of Benin, Ugbowo Campus, Benin City, Nigeria. Anxiety, characterized by excessive worry, fear, physiological arousal, and cognitive interference, has become a pervasive mental health challenge among university students globally and in Nigeria, exacerbated by academic pressures, economic hardships, infrastructural deficits, erratic academic calendars, and socio-cultural factors. The study was guided by four specific objectives: (1) to determine the prevalence of anxiety and its relationship with academic performance; (2) to identify the prevalent types of anxiety; (3) to examine the relationship between anxiety and Cumulative Grade Point Average (CGPA); and (4) to explore the effects of anxiety on students’ overall wellbeing. It adopted an ethnographic research design with survey elements, underpinned by Power-Control Theory and Cognitive Interference Theory. A sample of 120 full-time undergraduate students was selected through multi-stage sampling techniques (random selection of faculties and departments, followed by stratified sampling by level of study and gender). Data were collected using a semi-structured questionnaire administered face-to-face and analyzed with descriptive statistics (frequencies, percentages, means, and tables) using SPSS. The findings revealed a high and escalating prevalence of anxiety among undergraduates, with levels significantly higher than at entry into the university. Test/examination anxiety was the most dominant type, followed by general worry, career/future anxiety, and financial worries. Anxiety was perceived to substantially impair concentration, study habits, class attendance, and CGPA, although moderate anxiety was noted by some as potentially facilitative. On wellbeing, anxiety was associated with poor sleep, physical symptoms, emotional exhaustion, social withdrawal, and strained relationships. Students predominantly relied on informal coping strategies such as prayer and peer support, with low awareness and utilization of formal university mental health services. The study concludes that anxiety constitutes a significant barrier to academic success and holistic student development at the University of Benin. It recommends the strengthening of institutional counselling services, integration of mental health education into academic programs, policy reforms to reduce academic stress, and broader governmental support for student mental health. These interventions are essential for improving academic performance, retention, and the overall quality of higher education in Nigeria. Keywords: Anxiety, academic performance, CGPA, undergraduate students, University of Benin, mental health, wellbeing, test anxiety.

This research examines the challenges hindering the effective enforcement of the Child Rights Act (CRA) across various states in Nigeria. Although the CRA has been adopted at the national level, its functional operation varies significantly from state to state due to a range of socio- cultural, economic, religious, legal, and institutional factors. Through doctrinal analysis, this study conducts a comparative assessment between states where the Child Rights Law (CRL) is fully operational and those where it is less effectively implemented. To provide a balanced perspective, the research incorporates case studies from one state in each of Nigeria’s six geopolitical zones, focusing on two critical issues—child labour and child marriage. These are examined as persistent social ills that continue to thrive despite statutory prohibitions under the CRA and state CRLs. The study investigates why, in some states, the provisions are observed and enforced, while in others, deep-rooted cultural and religious norms undermine their application. By exploring the socio-cultural dynamics and specific state contexts that perpetuate these practices, this research aims to uncover the systemic barriers to the CRA’s practical enforcement. The study concludes with recommendations on how to achieve more uniform and functional implementation of the CRA across Nigeria, ensuring stronger protection of children’s rights irrespective of geographical or cultural boundaries.

This study examined the relationship between organizational silence and organizational citizenship behaviour (OCB) among lecturers in the University of Benin. The study sought to determine how the dimensions of organizational silence, acquiescent silence, defensive silence, prosocial silence, and supervisor silence climate influence the display of OCB among academic staff. The research was driven by concerns that silence in academic institutions may limit participation, reduce innovation, and hinder voluntary behaviours that promote institutional performance. A descriptive survey research design was adopted, and data were collected from a sample of 100 lecturers across various faculties using a structured questionnaire. Descriptive statistics (mean and standard deviation) were used to summarize responses, while Pearson correlation and multiple regression analyses were employed to test the hypotheses at a 0.05 level of significance. The results revealed that prosocial silence recorded the highest mean (M = 4.04, SD = 0.90), indicating that lecturers often withhold information for altruistic or constructive reasons, such as maintaining team harmony or protecting colleagues. Conversely, acquiescent silence (M = 2.73, SD = 1.39) and defensive silence (M = 2.88, SD = 1.10) were relatively low, suggesting that most lecturers do not remain silent out of fear or a belief that their opinions will not matter. The regression model yielded R = 0.304, R² = 0.093, F(4,91) = 2.325, p = 0.062, indicating that the combined effect of the four silence dimensions on OCB was not statistically significant. Further analysis showed that none of the individual silence dimensions significantly predicted OCB (p > 0.05), though prosocial silence exhibited a weak positive relationship (β = 0.185, p = 0.082). The correlation analysis confirmed these findings, revealing weak and statistically insignificant relationships between organizational silence dimensions and OCB. The study concludes that while organizational silence exists within the University of Benin, it does not significantly influence lecturers’ willingness to engage in citizenship behaviours such as altruism, conscientiousness, courtesy, sportsmanship, and civic virtue. The findings suggest that lecturers’ engagement in OCB is primarily driven by intrinsic motivation and professional commitment rather than silence dynamics. The study recommends that the university should continue to foster open communication channels, participative decision-making, and supportive leadership practices to sustain a positive organizational culture that encourages voluntary, extra-role behaviour among academic staff.

Background: The rapid integration of artificial intelligence (AI) tools into higher education has transformed how students access information, complete academic tasks, and engage with learning. While AI offers significant benefits in efficiency and academic support, growing concerns exist regarding excessive student reliance on these tools, with potential implications for critical thinking, cognitive autonomy, and academic integrity. Despite near-universal AI adoption among students globally, empirical data on the nature and extent of AI dependency among Nigerian undergraduates remain limited. Materials and Methods: A descriptive cross-sectional study was conducted among 588 undergraduate students selected from the Ugbowo campus of the University of Benin using a multi-stage sampling technique. Data were collected using a structured self-administered questionnaire that assessed AI tool awareness and usage, patterns of AI use, and level of AI dependency using the validated 22-item Artificial Intelligence Dependence Scale (AIdep-22), which measures four domains: functional dependence, cognitive dependence, emotional dependence, and loss of control. Factors associated with AI dependency were also explored. Data were analysed using IBM SPSS version 29.0; frequencies, proportions, and means were computed for descriptive statistics, while chi-square tests assessed associations between categorical variables at a significance level of p < 0.05. Results: The mean age of respondents was 22.73 ± 4.65 years, with 52.9% being male. Internet access (99.1%) and smartphone ownership (98.6%) were nearly universal. AI tool awareness was reported by 99.3% of respondents, and 98.1% were active users, with ChatGPT being the most recognised (99.0%), most commonly used (83.2%), and most frequently used (83.2%) tool. The primary academic applications were research assistance (72.3%), summarization of materials (69.7%), and writing support (66.7%), with over half reporting daily use. Regarding usage behaviours, 77.9% reported verifying AI outputs relatively more frequently while 58.8% modified AI-generated content before use more frequently, and 15.0% admitted to unethical use including examination malpractice. In terms of dependency, 49.8% of students exhibited low AI dependency, 40.1% moderate dependency, and 10.0% high dependency. Domain-level mean scores were highest for functional dependence (2.86), followed by emotional dependence (2.55), cognitive dependence (2.50), and loss of control (2.27), with an overall AIdep-22 mean of 2.55, corresponding to moderate dependency. Verification behaviour (p = 0.004) and modification of AI outputs (p = 0.05) were significantly associated with dependency level. The key factors associated with AI dependency were heavy academic workload, high performance expectations, ease of AI access, and fear of making errors. Conclusion: AI tools, particularly ChatGPT, have become deeply embedded in undergraduate academic life at the University of Benin, with near-universal awareness and adoption. Most students exhibited moderate AI dependency, with functional dependence being the most prominent domain. Verification behaviour and output modification were significantly associated with dependency level, underscoring the importance of critical engagement with AI-generated content. These findings highlight the urgent need for institutional guidelines, AI literacy programmes, and pedagogical strategies that promote responsible AI use while preserving students' intellectual independence and academic integrity.

Nollywood, the Nigerian film industry, has grown to become the second-largest film industry in the world in terms of volume, producing thousands of movies annually and distributing them across Africa and beyond. Its rapid expansion, since the 1990s, has transformed it into a cultural powerhouse, contributing not only to the Nigerian economy but also to the global perception of Nigeria. This transformation has sparked significant interest in Nollywood’s potential as an instrument of cultural diplomacy, whereby films act as tools for communicating national values, traditions, and identity to international audiences¹. The concept of cultural diplomacy involves the strategic use of a nation’s cultural assets to promote mutual understanding, enhance its image, and strengthen diplomatic relations with other countries. Historically, nations have deployed art, music, literature, and cinema as tools to achieve soft power objectives. In Nigeria’s case, Nollywood represents a powerful cultural export capable of influencing international opinion and projecting a positive image of the country. By depicting everyday life, cultural traditions, and societal challenges, Nollywood offers global audiences nuanced insights into Nigerian society²

The core of proof in criminal trials is that the accused must be proved to be the perpetrator of the crime beyond all reasonable doubt. In most cases, this is anchored on the evidence of an eye witness, however in the presence of none what becomes the fate of the victim. It appears that criminals have adopted a sophisticated scheme to commit crimes, it is therefore appropriate for our legal system to adopt a effective mechanism to ensure that crimes are proven and one way o attaining this is the use of Forensic. However the Nigerian legal system has remained redundant, primarily because criminal convictions are based on police reports, which sometimes lack credibility, as well as reliance on circumstantial evidence. This approach is a major setback to an efficient criminal justice system. The use of forensic science has been effectually deployed by other jurisdictions in combating crimes, while it is still an evolving trend in Nigeria. This study appraise the significance of forensic science in the Nigerian legal system with the aim of achieving a fair, just and robust criminal justice system that would strengthen the administration of justice in Nigeria. It also examine the relevancy and application of forensic evidence in Nigerian legal system. This study will adopted the doctrinal approach of research relying on existing principles and works of great authors and its findings will establish the essence for proper utilization of forensic science in order to restore the dignity, dependability and efficiency of the criminal justice system in Nigeria