ACADEMIC

Background: Internal displacement can disrupt schooling through instability, resource constraints, and psychosocial stress, yet context-specific evidence on academic outcomes among adolescents living in camps in Edo State remains limited.

Objective: This study examines the effects of displacement on the academic performance of internally displaced adolescents in Uhogua IDP Camp, Benin City, Edo State, and identifies displacement-related factors associated with educational engagement and attainment.

Methods: A camp-based, cross-sectional mixed-methods design is proposed. Quantitative data will be gathered from internally displaced adolescents of secondary-school age using structured questionnaires covering displacement history, schooling continuity, learning conditions, and indicators of academic performance (e.g., recent grades or teacher-reported performance where available). Qualitative interviews or focus groups with adolescents, caregivers, and educators will explore perceived barriers and supports. Descriptive statistics and multivariable analyses will be used to assess associations between displacement-related exposures and academic performance, while thematic analysis will be applied to qualitative data to contextualize pathways and mechanisms.

Results: The study is expected to clarify how displacement experiences, interrupted schooling, access to learning materials, and psychosocial factors relate to academic performance within the camp setting, and to document key constraints and protective supports reported by stakeholders.

Conclusion: Findings will inform targeted educational and psychosocial interventions for internally displaced adolescents in Uhogua IDP Camp and guide policy responses to reduce displacement-related learning losses; causal inference will be limited by the cross-sectional design.

This study was carried out to examine the use of infographics as a supplementary resource in enhancing academic activities among students of various departments at the University of Benin’s Ekehuan Campus. The research adopted a survey method, employing a structured questionnaire to collect data from 390 undergraduate students across different departments. Relevant literature was reviewed to support the study’s conceptual framework and analysis. Findings revealed that a majority of respondents were familiar with the concept of infographics and had utilised them in assignments, projects, and presentations to boost academic performance. Respondents also indicated that the use of infographics during lectures enhanced interactivity and improved their understanding of abstract or complex concepts. Furthermore, the study showed that students believe infographics aid information retention and are especially beneficial to slow learners and individuals with short-term memory challenges. A significant number of respondents supported the integration of infographics into the academic curriculum as a means to improve learning outcomes. Based on these findings, the study concludes that infographics play a crucial role in the contemporary learning environment, serving as effective visual tools for simplifying communication, enhancing comprehension, and fostering student engagement.

This study was carried out examine the influence of student- teacher relationship on the academic performance of students in Christian Religious Studies junior secondary schools. Four research questions were raised for this study which are outline thus; Does student- teacher relationship influence students’ adjustment in school? Does student- teacher relationship influence Christian Religion students to study? Does student teacherrelationship make Christian Religion students free to participate in class? Does students’ teachers’ relationship influence their academic performance in Christian Religion Studies? The population of the study thirteen thousand three hundred and thirty students (13,330) in the twenty (20) junior secondary schools in Ikopa Okha Local Government Area of Edo State. The sample for the study consists of consists of two hundred (200) students drawn from five (5) secondary schools in Ikopa Okha Local Government Area of Edo State. The sample size for this study was selected using the random sampling technique. The major findings of the study It revealed that teachers allow students to ask questions always. It was seen that some students do not ask questions in class. It was seen that students like schools were the teachers are friendly. It was shown that the students have a close relationship with their teachers. From the study it was recommended that Mentorship should be encouraged in schools to foster and improve the relationship between the teachers and students. Teachers should try and reinforce their students passively whenever the answer questions correctly or wrongly in the class.

This study investigates the effect of examination stress on students of the University of Benin, with particular focus on its causes, manifestations, and influence on academic performance and general well-being. The research aims to identify the major sources of examination-related stress, assess its impact on students’ academic outcomes, and examine the coping strategies employed by students in managing such stress. The study adopted a descriptive survey design. Data were collected through the use of a structured questionnaire administered to a representative sample of students in the Department of Sociology, Faculty of Social Sciences, University of Benin. The data obtained were analyzed using simple percentages and frequency distributions for clarity and easy interpretation. Findings revealed that factors such as inadequate preparation, fear of failure, pressure to achieve high grades, and poor time management significantly contribute to students’ stress during examinations. The study further discovered that examination stress leads to anxiety, emotional instability, poor concentration, and a decline in academic performance among students. Based on these findings, the study recommends that the university management should organize regular counseling sessions and stress management seminars to assist students in handling examination-related pressure. Lecturers are also encouraged to create supportive learning environments, while students should adopt effective study habits and time management skills. In conclusion, the study affirms that examination stress, though an inevitable part of academic life, can be effectively managed through institutional support, personal discipline, and proper preparation, thereby improving students’ academic performance and overall well-being

This project explored how open-source software (OSS) is being used for academic activities in Nigerian universities, focusing on the University of Benin as a case study. The aim was to find out how aware students and ICT personnel are of OSS, how they use
it for learning, teaching, and research, the benefits they gain from it, and the challenges that limit its proper use. A descriptive survey design was used for the study, and data were gathered through a structured questionnaire created with Google Forms. Seventy (70) valid responses were collected from students and ICT staff across different faculties. The data were analyzed using simple descriptive statistics such as frequencies, percentages, and mean scores, and the results were presented in tables for clarity. Findings showed that most respondents were aware of and made use of open-source tools like Moodle, Google Workspace, DSpace, and Koha. These tools were mainly used for online learning, collaboration, and research work. The study also revealed that OSS is appreciated for being affordable, flexible, and easy to access, though some challenges—such as poor internet connection, limited training, and lack of Institutional support—still make it difficult to use effectively

The quality of building maintenance in on-campus student hostels plays a critical role in shaping students’ academic experiences and overall well-being. This study examines the impact of hostel maintenance practices on the academic performance of students at the University of Benin (UNIBEN), Nigeria. A combination questionnaires and interviews were administered; data were collected from hostel residents and maintenance managers to assess the effectiveness of maintenance practices and their influence on student outcomes. A total of 180 students were sampled from two hostels, with responses analyzed using descriptive statistics, one-sample t-tests, and multiple regression analysis. Findings reveal that while routine and corrective maintenance practices are in place, their effectiveness is limited by resource constraints, delayed responses, and poor implementation. Key maintenance challenges include inadequate water supply, poor sanitation, faulty plumbing, and inefficient waste disposal, all of which were perceived as negatively impacting students’ living conditions. Regression analysis shows a significant positive relationship between students’ academic performance (measured by CGPA) and their perception of hostel maintenance effectiveness, particularly in areas such as restroom condition, water supply, and overall maintenance quality. The study concludes that improving hostel maintenance through proactive strategies, increased resource allocation, and efficient management practices can enhance students’ academic success. ecommendations include the adoption of preventive maintenance measures, digital reporting systems for maintenance issues, and improved supervision of facility management personnel. These findings contribute to the broader discourse on student housing quality and its implications for academic performance in public tertiary institutions.

Divorce, defined as the legal dissolution of marriage, represents the formal termination of a marital union, marking its official end just as a wedding ceremony signifies its beginning. The causes of divorce are multifaceted and include factors such as abuse, financial mismanagement, infidelity, infertility, poor communication, early marriage, prolonged hardship, substance abuse, external family influence, and other marital conflicts. As a significant life crisis, divorce has increasingly attracted global attention due to its psychological, social, and economic implications for couples, their children, and society at large. Available literature indicates that marriage breakdown is on the rise worldwide. Statistics from developed countries reveal steady increases in divorce rates over the past decades, with notable figures recorded in the United States, Australia, and Sweden. Although accurate statistical data in Nigeria remain limited due to the tendency to handle divorce matters privately outside formal legal systems, existing studies and societal observations suggest a growing incidence of marital dissolution. Factors contributing to this increase in Nigeria include economic pressures, changing family structures, post-war societal shifts, women’s increasing independence, and broader processes of social liberalization. Overall, divorce continues to pose significant emotional and social challenges, highlighting the need for deeper understanding and intervention strategies.