ACADEMIC PERFORMANCE

Introduction: There is growing concern over the impact that social media use by university students could have on their academic performance due to its effect on sleep. The study assessed the influence of social media use, sleep quality and academic performance of students of the School of Basic Medical Sciences of the University of Benin. Methods: A descriptive survey research design was utilized in the study. Stratified random sampling technique was adopted for selecting 344 undergraduates. The data collection instrument included a structured questionnaire, which contained SMUS, PSQI and academic performance measure (CGPA). Descriptive analysis of participants' profile was undertaken using simple statistics and Pearson correlation was used to test the hypotheses at 0.05 alpha level. Results: Amongst all the respondents, 60.5% were female. The average SMUS was 10.09 ± 1.72, implying high levels of social media engagement, while the mean PSQI score was 7.73 ± 4.14, depicting fair to poor sleep quality. With respect to academic performance, 55.8% of the respondents scored between 3.50 and 4.49 CGPA. A strong negative correlation between social media usage and academic performance (r = -0.244, p < 0.001) was found. There was, however, no significant association between social media usage and sleep quality (p = 0.813) nor between sleep quality and academic performance (p = 0.391). Conclusion: This study reveals that social media usage adversely impacts academic performance, and sleep quality does not act as a mediator in this relationship. The students are advised to adopt healthy social media practices and concentrate on academics. The institution should consider raising awareness about this issue through appropriate digital literacy programs. iv Keywords: Social media usage, sleep quality, academic performance, undergraduates, Basic Medical Sciences, University of Benin.

This study was designed to
1 i1s to determine the impact of reading anxiety on academic performance of students in university of Benin. To achieve the purpose intended 1 for the study, three 3. The questionsraised and examined include: forty sevens students (147) in the three (3) Department in Faculty of Education, University of Benin. 1The sample for the study consists of ninety (90) students which were randomly selected among the students in the faculty. The 2 S 0 imple Random Sampling Technique was used in selecting these three Department. Students were drawn from each Department with the use of Random Sampling Technique. 3 method of reliability was used to determine the consistency of the opinion of the respondents.1The data collected were analysed using frequency count, simple percentage, and mean score standard The findings from the study showed that reading anxiety among students of the University of Benin is caused 4b 0 y a combination of linguistic, psychological, and environmental factors. The major causes identified include fear of being judged by peers or lecturers, pressure to perform well, limited vocabulary knowledge, tight deadlines for reading assignments, and lack of confidence in reading abilities. Items such as “Encountering unfamiliar vocabulary in texts causes me significant anxiety” and “The volume of reading required for my courses overwhelms me” recorded high mean responses, emphasizing that vocabulary difficulty. It was indicated that as students’ reading anxiety increases, their academic performance decreases. Therefore, 1 the null hypothesis which states that there will be no significant relationship between reading anxiety and academic performance of students in the University of Benin was rejected, it was recommended Universities should establish reading clinics, literacy labs, or guided reading workshops to help students gradually build reading confidence. Also, it was recommended that lecturers can incorporate stress-management approaches such as deep-breathing exercises, short mindfulness sessions, or motivational reassurance before reading-intensive tasks.

This study examined the influence of teachers’ characteristics on students’ academic performance in Biology in selected senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ academic qualifications, teaching methods, attitudes toward teaching, professional performance, and classroom management skills relate to students’ performance in Biology. A descriptive survey research design was adopted, involving 37 respondents comprising 20 students and 17 teachers selected from 13 public secondary schools in the study area. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. Findings revealed that although students perceived teachers’ characteristics as important contributors to effective teaching and a positive learning environment, these characteristics did not significantly predict academic performance in Biology. Regression results showed no significant influence of academic qualifications, teaching methods, teachers’ attitudes, professional performance, or classroom management skills on students’ Biology performance (p > 0.05 for all variables). The study suggests that students’ performance may be determined by a combination of factors beyond teacher- related characteristics, including student motivation, availability of instructional resources, home background, and broader school conditions. The study concludes that while teacher characteristics support effective classroom delivery, they are not sufficient alone to significantly shape academic outcomes in Biology. It recommends enhanced teacher development programs, improved learning resources, stronger administrative support, and holistic educational strategies that integrate teacher quality with student-centered and environmental factors. Future research is encouraged to explore additional determinants of academic performance across broader subjects and contex

This study examined the influence of practical Agricultural science activities on academic performance of public secondary school students of Ikpoba-Okha Local Government of Edo State. Five research questions guided this study, three questions were answered and two questions were hypothesized, the population of this study consist of 250 senior public secondary school students, the samples of this study was 20% of the total population which have a sample of 50students, pearson(r) was used to determine the level of reliability ,the instrument for data collection was questionnaire validated by the supervisor and other lecturers in the institute of Education, the reliability of the instrument was tested at 0.05 alpha level of significance using test retest method and a correlation coefficient of 0.90 was obtained. The data collected was inputted into the computer and analyzed using SPSS: mean and standard deviation. The study found out that practical agricultural science activities has influence on academic performance on public secondary school students, based on the findings, it was recommended that schools should design balanced timetable that allocate adequate time for both practical agricultural activities and academic subjects to prevent interference with student’s study.

This study investigated gender disparities in sports participation and its influence on academic performance among secondary school students in Edo State, Nigeria. The research make use of a descriptive survey design to examine the extent of gender differences in sports involvement, the relationship between sports participation and academic outcomes, the perceived benefits of sports, and also the barriers uniquely affecting female students. The population comprised 470 students from two secondary schools—Ekosodin Secondary School and OSA Osula Secondary School—from which a sample of 100 students was selected using stratified random sampling. Data were collected using a structured questionnaire titled “Gender Disparities in Sports Participation and Academic Performance Questionnaire (GDSP-Q).” Descriptive statistics (mean and standard deviation) were used to answer the four research questions, while inferential statistics (independent samples t-test and Pearson product moment correlation) were employed to test four null hypotheses at the 0.05 significance level. The findings revealed a significant gender disparity in sports participation, with male students having higher involvement than their female counterparts. A strong positive correlation was found between sports participation and academic performance, indicating that students engaged in sports tend to perform better academically. Respondents also strongly agreed that sports participation offers substantial physical, psychological, and social benefits. Also, female students perceived significantly greater barriers to sports participation, including cultural norms, lack of parental support, and fear of social stigma, compared to male students. All four null hypotheses were rejected. It was then concluded that gender-based inequities in sports participation exist in Nigerian secondary schools and that these disparities have academic and developmental implications on the students. The study recommends the implementation of gender inclusive sports policies, increased parental and community sensitization, provision of adequate sports facilities and female coaches, and the integration of sports into the academic curriculum as a strategy for enhancing the students holistic development.

The study investigated the factors that determine students academic performance with the Faculty of Management Sciences, University of Benin as the geographical scope. The study aimed at investigating how some factors such as socioeconomic factors, instructional quality and teaching methods, motivation and student engagement determine the academic outcome of students. The study sample consisted of one hundred (100) students from the faculty. A survey research design was adopted eliciting the use of a structured questionnaire in obtaining responses from the respondents on the subject. Descriptive statistical method and regression statistical method were applied to analyze the data and investigate the factors that determine students academic performance. The findings in the study identified that socioeconomic factors has a significant positive effect on academic performance. The study confirms that instructional quality and teaching methods significantly impact academic performance. The study also confirms that student motivation and engagement exert a significant positive effect on academic performance.

The study investigated the impacts of school environment on students’ academic performance in public schools in Ovia North-East Local Government Area of Edo State. The purpose was to examine how the physical condition of classrooms, the availability of learning resources, social relationships, and school infrastructure influence students’ academic performance. Four research questions guided the study. The descriptive survey research design was adopted, with a population of 20,000 Basic Science students across fifteen public secondary schools. Using proportionate stratified random sampling, a total of 100 students were selected from three schools Ekosodin Secondary School, Iguadolor Secondary School, and Utese Secondary School. A researcher-developed questionnaire titled Impact of School Environment on Students’ Academic Performance in Public Schools Questionnaire (ISESAPPSQ) was used for data collection. The instrument was validated by experts in the Department of Curriculum and Instructional Technology, and its reliability was established through the Cronbach Alpha method, which yielded a coefficient value of 0.78, indicating a high level of reliability. Data collected were analyzed using descriptive statistics such as
mean and standard deviation through the Statistical Package for Social Sciences (SPSS). The findings of the study revealed that the physical condition of classrooms significantly affects students’ learning outcomes. Well-structured classrooms with proper lighting, ventilation, cleanliness, and comfortable seating were found to enhance concentration and academic achievement. The study also found that the availability of adequate learning resources such as libraries, internet access, and updated textbooks strengthens students’ ability to complete assignments and prepare for examinations. Furthermore, positive social relationships among students promote peer support, motivation, and teamwork, which contribute to improved academic outcomes. Lastly, well-maintained school infrastructure, including laboratories, libraries, and digital tools, was shown to enhance students’ engagement, participation, and overall academic performance. The study concluded that the school environment plays a vital role in shaping the academic performance of students in public schools. A conducive school environment that combines physical comfort, adequate learning materials, positive social interactions, and quality infrastructure creates favorable conditions for effective learning and academic success. Based on these findings, it was recommended that schools should improve the quality of classrooms, provide sufficient learning resources, encourage cooperative learning among students, and invest in modern educational infrastructure to promote better learning outcomes and sustained academic excellence in public secondary schools.

This study examines the relationship between teacher–student relationships and students’ academic performance in public secondary schools in Egor Local Government Area. The research is motivated by concerns over declining academic outcomes and the need to understand how interpersonal dynamics within the classroom influence learning. A descriptive survey design was adopted, with a sample of students and teachers selected from selected public secondary schools using stratified and random sampling techniques. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive statistics and inferential tools such as correlation and regression analysis.
Findings reveal that positive teacher–student relationships—characterized by mutual respect, effective communication, emotional support, and fairness—are significantly associated with improved academic performance among students. Conversely, strained or distant relationships were linked to low motivation, poor classroom participation, and weaker academic outcomes. The study also indicates that factors such as teacher attitude, classroom environment, and level of student engagement mediate this relationship.
The study concludes that the quality of teacher–student interaction plays a crucial role in shaping students’ academic success in public secondary schools. It recommends that teachers adopt more supportive and student-centered approaches, while school administrators should promote professional development programs that enhance interpersonal and classroom management skills. Strengthening teacher–student relationships is essential for improving academic performance and overall educational outcomes

I worry that eventually technology will replace human interaction. There will be a generation of fools in the world, said Albert Einstein. John Tudor once said, "Everything but the technology is under human control thanks to technology." Without a doubt, modern communication technology has made the world a small, interconnected community. But as things stand, technology, like a coin, brings both advantages and disadvantages. The news will be what it is, and it will always have a variety of effects on candidates. It will be good, it will be bad, it will be both. (Mark E. Hyman) Prior to the internet, certain methods of learning and conducting research were put in place and appeared to be effective at the time. Some of these methods are still in use today, while others have faded with the passage of time and modern technology. The library, which is one of the oldest forms of research and could be referred to as the internet of olden days, had an index called the card catalog, and webpages were pages in paper books. The procedure was the same: come up with search terms, look them up in the index, and then read the referenced pages.

This study examined the influence of teachers’ variables on students’ academic performance in Biology in public senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ qualifications, teaching experience, instructional methodologies, and attitudes affect students’ achievement in Biology.
A descriptive survey design was adopted, and data were collected using a structured questionnaire administered to a sample of 30 Biology teachers across 12 public senior secondary schools. The data were analyzed using frequency counts and simple percentages. The study concludes that teacher-related variables are critical predictors of Biology achievement and recommends improved teacher training, motivation, instructional resources, and professional development to enhance the quality of Biology education in the study area.