ACADEMIC PERFORMANCE

Background: Sleep is a fundamental physiological process necessary for optimal cognitive function, emotional stability, physical health, and academic performance. Medical students are particularly vulnerable to unhealthy sleep patterns due to demanding academic activities, prolonged study hours, clinical responsibilities, and psychosocial stressors. Poor sleep among medical students has been associated with impaired concentration, daytime dysfunction, reduced academic productivity, and mental health problems. This study assessed the sleep patterns of medical students of the University of Benin and evaluated associated factors, sleep-related behaviours, and awareness of behaviours linked to unhealthy sleep patterns. Methodology: A descriptive cross-sectional study was conducted among 427 undergraduate medical students from 200 to 600 level at the University of Benin, Benin City, Edo State, Nigeria. A stratified random sampling technique was used to select respondents. Data were collected using a structured self-administered questionnaire comprising standardized instruments including the Pittsburgh Sleep Quality Index (PSQI), Sleep Hygiene Index (SHI), and Sleep Beliefs Scale (SBS). Data were analysed using IBM SPSS version 27. Descriptive statistics were summarized using frequencies, percentages, means, and standard deviations, while Chi-square tests were used to determine associations between variables at a significance level of p < 0.05. Results: The mean age of respondents was 22.56 ± 3.02 years, and 55.3% were male. The mean sleep duration was 5.5 ± 1.2 hours per night. Overall, 187 (43.8%) respondents had disturbed sleep patterns, while 240 (56.2%) had normal sleep patterns. The most commonly reported sleep disturbances were waking up in the middle of the night or early morning and nocturnal awakening to use the bathroom. Place of residence was significantly associated with sleep patterns (p = 0.043), with on-campus students demonstrating better sleep patterns than off- campus students. Sleep behaviours (p = 0.002) and awareness of sleep-related behaviours (p = 0.007) were also significantly associated with sleep patterns. Although 55.0% of respondents demonstrated good sleep behaviours, only 15.9% had good awareness of behaviours associated with healthy sleep. Conclusion: A considerable proportion of medical students at the University of Benin experienced disturbed sleep patterns and inadequate sleep duration. Poor sleep behaviours and low awareness of healthy sleep practices were significantly associated with disturbed sleep. There is a need for targeted interventions, including sleep hygiene education, mental health support, and institutional policies aimed at promoting healthy sleep practices and improving the well-being of medical students. Keywords: Sleep patterns, medical students, sleep quality, sleep hygiene, awareness, University of Benin.

The purpose of the study is to investigate the effect of cultism on the academic performance of students in the University of Benin. The researcher gathered the primary data through the distribution of questionnaire. A total of 100 respondents were analyzed. The scope of the study for this work was based on the University of Benin. The result of the findings shows that students academic are highly affected by cultism. It was strongly recommended that students engagement in positive activities should be promoted as many students join cults because of peer pressure, boredom, or the search for belonging. Stronger Orientation and Awareness Programs should be introduced. Parental and Community should take an active role in monitoring and guiding their children’s academic and social lives. Strict Disciplinary Measures should be enforced and The government should introduce policies that provide continuous support for the fight against cultism

This study focused on the effect of problem-solving strategy on academic performance in cell concept among senior secondary school students in Egor local government as case study. The study is wasspecifically focused on determining if there was any significant difference between the level of achievement of students taught using problem solving strategy and those taught using the conventional lecture method, determining the attitudes of students towards cell concept problems when taught using problem solving strategies and finding out the influence of gender on students’ achievement in cell concept when taught using problem solving strategy. The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are senior secondary school students in Egor local government. The findings of this study showed that the performance levels of both male and female students after treatment improved significantly though male students achieved slightly higher than their female counterparts after exposure to problem solving strategy. The results further showed that students taught using problem solving strategy performed significantly better than their counterparts taught with conventional lecture approach. Furthermore, the result revealed that students in private schools performed better than the students in public schools after exposure to problem solving strategy. The study concluded that the use of problem-solving strategy promotes students’ understanding of concepts translating to optimal performance in cell concept examinations. It was recommended among others that authors and textbook writers of textbooks should transform textbooks into problem solving forms, apply and provide proper illustrations so as to meet the criteria of problem-solving strategy as doing this would help in enhancing students’ achievement

This study titled school location and students academic performance in public senior secondary school in Edo state; a study of Oredo Local government Area. The objectives of the study are; to ascertain if there is relationship between school location and students academic performance, to identify significant difference in the relationship between school location and students academic performance based on school type and to ascertain significant difference in the relation between school location and student academic performance based on teachers qualification. Survey research design and descriptive design was used with a sample size of 8 obtained using stratified random technique. 8 copies of questionnaire were distributed to the respondents and 8 was returned, representing 100% which was used for the analysis using correlation. The result of the analysis was carefully studied and utilized in making the research findings which indicated that urban schools have better performances in WASSCE. They are more exposed to learning, have better infrastructures and have qualified teachers. This study recommends that government should invest more in rural schools to bridge the gap between students of urban schools and rural schools

This study investigates the impact of the learning environment on the academic achievements of adults enrolled in literacy programs within the Oredo local government area of Edo State. The primary objectives include identifying the range of adult learning programs available, assessing the learning environment's influence on the academic performance of adult learners, and examining the challenges associated with the literacy program's learning environment. To guide the research, four specific research questions were formulated. The research design adopted for this study was a descriptive survey. The study's population encompasses all adult learners currently engaged in any form of adult literacy program within the Oredo local government area, totaling 1,142 individuals. The research sample size consists of one hundred (100) adult learners, and data collection was conducted through the administration of a questionnaire. To determine the reliability of instrument, test retest method was adopted. Data analysis was carried out using SPSS software, employing frequency counts and simple percentages. The study revealed the presence of adult basic literacy programs, vocational training centers, and adult formal education programs in Oredo. It was also observed that the utilization of technology in teaching can enhance interaction and engagement among
adult learners. Moreover, the competence and experience of instructors play a vital role in establishing a conducive learning environment. However, it was found that the existing learning environment does not significantly enhance learners' performance. Instead, students' academic achievements are closely linked to their teachers' experience and educational qualifications. Furthermore, sufficient funding and proper allocation of resources to adult educat

The study was carried out to investigate the influence of instructional materials on the academic performance of junior secondary school students in English Language in Isoko-North Local Government Area of Delta State. With a comprehensive scope, the research endeavors to unravel various dimensions of this dynamic relationship. Firstly, the study seeks to ascertain the availability and adequacy of instructional materials within Junior Secondary Schools in the specified region. Through meticulous examination, it aims to identify the range of instructional materials currently accessible to students and educators alike. Furthermore, the research endeavors to probe deeper into the qualifications of English Language teachers within these schools, shedding light on the proficiency levels and qualifications required for effective teaching. Central to the investigation is the utilization of instructional materials within English Language classrooms. The study aims to scrutinize the extent to which teachers integrate these materials into their pedagogical practices and the impact thereof on students' academic performance. oreover, the research undertakes a comprehensive 8 analysis of the diverse types of instructional materials employed in English
Language classrooms, examining their differential effects on student learning outcomes. In addition to assessing the relationship between instructional material availability and academic performance, the study delves into students' perceptions of instructional material usage. By exploring students' perspectives, the research aims to gain invaluable insights into the efficacy of instructional materials in facilitating learning experiences. Furthermore, the study identifies and analyzes the challenges encountered by teachers in effectively utilizing instructional materials. By delineating these challenges, the research endeavors to propose innovative strategies aimed at optimizing the use of instructional materials to enhance students' academic performance. Through an exhaustive analysis of these multifaceted aspects, this research endeavors to provide a comprehensive understanding of the intricate interplay between instructional materials and student academic performance. Ultimately, it seeks to offer actionable insights and recommendations to enrich the quality of English Language instruction and elevate student learning outcomes in Junior Secondary Schools.

The study looked at the impact of socio-economic status on educational performance of University of Benin students, Benin City, Edo state, Nigeria. The objective of this study was to evaluate the impact of socio-economic status on educational performance of University of Benin students, Benin city. The research questions asked to achieve the objective of the study were as follows; To what extent do socio- economic factors such as family income and parental education level correlate with academic performance metrics like GPA and graduation rates among students at the University of Benin, What are the roles of income on the academic performance of students at the University of Benin, What are the impact of family background on academic performance and In what ways do socio-economic factors interact with other student success factors, such as study habits, learning styles, and access to mental health resources, to influence academic performance at the University of Benin.The sample size was 301 participants chosen from the study population using the Proportionate Stratified Random Sampling, the research instrument utilized was the questionnaire. Conclusion drawn from the analysis of the data retrieved from the questionnaire indicates that Understanding these challenges is crucial for developing targeted interventions aimed at fostering a more equitable learning environment at UNIBEN. The proposed interventions fall within three broad categories: financial support, academic support, and social support. Financial support initiatives range from need-based scholarships and grant programs to financial literacy workshops. Academic support services can include tutoring programs, supplemental instruction sessions, and writing center resources. Social support interventions encompass mentorship programs specifically designed for low-SES students, fostering peer support groups, and creating racially inclusive student organizations. Recommendations were made based on the findings and one of the recommendations: Universities should prioritize expanding need-based scholarships and grant programs specifically designed to support low-SES students. These programs should account for the full cost of attendance, encompassing tuition fees, living expenses, and the cost of essential academic resources like textbooks and technology. Partnering with corporations, foundations, and alumni associations can further bolster scholarship opportunities

The relationship between academic performance and clinical practice is a crucial area of focus in nursing education. Academic performance serves as a foundation for the theoretical knowledge required in clinical practice, while clinical experiences provide opportunities to apply this knowledge in real-world healthcare setting. However, bridging the gap between academic and clinical environments remains a significant challenge for nursing students globally. Several factors influence nursing students' academic performance, including stress, satisfaction with learning environments, and access to educational resources. This study assessed evaluated the influence of academic performance on clinical practice of nursing student in a tertiary institution in Benin City. A descriptive cross-sectional survey was conducted among 253 nursing students from 300-500 level in the University of Benin, using structured questionnaires, and data were analyzed with descriptive and inferential statistics. Findings revealed that 70.8% of respondents agreed that academic performance significantly impacted clinical practice outcomes. The factors influencing academic performance and clinical practice included access to learning resources (85.9%), faculty support (65.2%), peer collaboration (90.9%), and personal factors like time management and self-discipline (70.0%). Challenges faced by students included inadequate clinical supervision (58.2%), the gap between theoretical knowledge and real-life clinical scenarios (34.5%), and limited exposure to diverse clinical cases (39.2%). The study confirmed a positive relationship between academic performance and clinical competence. The hypothesis that there is no significant relationship between the level of impact of academic performance on clinical practice outcomes and the challenges faced by nursing students was not supported, hence indicating a significant relationship (p=0.03). Based on these findings, it is recommended that nursing institutions improve clinical supervision, provide more practical opportunities, and enhance resources to support students in applying theoretical knowledge efectively in clinical setting

This study investigated the Influence of social media on the academic performance of 400level education students of University Of Benin. The study aimed at finding out what effect social networks have on their users, in particular, how the use of social networks affects the academic success of students. Number of hours spent on social media activities, nature of activities and gender influence were identified to have impact on the academic performance of students. To guide the study, four research questions were raised. This study employed the survey research design. The population of this study comprises 400level education students in the Department of Educational Foundation. Sixty (60) students formed the sample size. The instrument used for this study was a questionnaire titled 'The impact of social media on the academic performance of 400level education
students of the University of Benin'. Data obtained from the instrument was analyzed using frequency counts and percentage.

This study investigates the influence of home environment on the academic performance of lower basic pupils in Oredo Local Government Area, Benin City. The research objectives was to determine how various aspects of the home environment, including the availability of educational resources, family structure, and parental involvement affect pupils' learning outcomes. The study employs a descriptive survey design, utilizing a structured questionnaire administered to a sample of 100 teachers selected from nine public primary schools in the area. The instrument was validated by three lecturers in the institute of education. The data was analyzed frequency counts, simple percentage, mean and standard deviation. The findings reveal that a supportive home environment significantly enhances children's academic performance. Access to educational materials such as books, computers, and educational toys is positively correlated with better academic outcomes. The study also highlights that children from stable family structures and those receiving active parental support and involvement, such as assistance with homework and participation in school activities, perform better academically. Conversely, children from homes with many siblings, fractionalized homes, or single-parent households tend to have lower academic performance due to less individualized attention and support. The study concludes that the home environment plays a crucial role in shaping the academic success of lower basic pupils. It was therefore recommended that parents should provide educational resources at home, fostering a stable family environment, and promoting active parental involvement in their xi children's education. These findings underscore the need for collaborative efforts between teachers and parents to create conducive learning environments both at home and in school.