ACADEMIC PERFORMANCE

The academic performance of students is influenced by several factors, one of which is the communication behaviour of lecturers. Hence, this study investigates the impact of lecturers communication behaviour on students academic performance, with a particular focus on the Department of Mass Communication, University of Benin. The study employed the Social Learning Theory and Immediacy Theory, helped to frame the understanding of how students perceive and respond to lecturers communication styles. A survey research design was employed, using both questionnaires and interviews to collect data from selected respondents within the Department of Mass Communication at the University of Benin. Data collected were analyzed using tables for quantitative feedback and thematic analysis for open-ended responses. Findings revealed that lecturers communication behaviour significantly impacts students academic performance, as it was discovered that the way lecturers communicate can either enhance or hinder students learning experiences, thus, the impact can be positive or negative depending on the nature of the communication behaviour. The study concluded that lecturers communication behaviour plays a crucial role in shaping the academic outcomes of students. In relation to these findings, it is recommended that higher institutions conduct thorough interviews to assess lecturers communication behaviour during recruitment processes and provide continuous training to ensure lecturers remain effective, inclusive, and always adaptive to the diverse communication needs of students.

This study investigated university students’ attitude towards chemistry and its effect on their academic achievement among 50 undergraduate chemistry students at the University of Benin. The aim was to determine how perceived relevance, enjoyment, and difficulty influence performance in chemistry courses. Using a descriptive survey design, data were collected with a structured questionnaire and analyzed with SPSS using descriptive statistics, correlation, and regression. The mean scores showed moderate to positive attitudes: perceived relevance (M = 3.01, SD = 0.64), enjoyment (M = 2.95, SD = 0.62), and perceived difficulty (M = 2.83, SD = 0.59). The mean academic achievement score was 68.7 ± 9.4, indicating moderate–high performance. Correlation analysis revealed significant positive relationships between relevance (r = 0.42, p < 0.01) and enjoyment (r = 0.49, p < 0.01) with academic achievement, while perceived difficulty correlated negatively (r = –0.34, p < 0.01). Regression analysis showed that the attitude components jointly explained 43% of the variance in performance (R = 0.66, R² = 0.43, Adjusted R² = 0.41, F = 20.26, p < 0.001). Enjoyment (β = 0.37, p = 0.000) and relevance (β = 0.28, p = 0.000) were the strongest positive predictors, while difficulty had a significant negative effect (β = –0.25, p = 0.000). Gender differences were observed, with females (M = 69.8 ± 9.1) outperforming males (M = 67.2 ± 9.7, p = 0.037). No significant difference occurred across study levels (F = 0.71, p = 0.546). The study concludes that positive attitudes—especially enjoyment and perceived relevance—enhance academic success, while perceived difficulty lowers performance. It recommends interactive teaching, real life applications, and improved laboratory access to strengthen students’ engagement and achievement in chemistry.

This study investigated the impact of e-library and students’ academic performance in public senior secondary school in Egor Local Government Area of Edo State. The objectives were to assess the availability of e-library facilities, frequency and types of e-library resources used, challenges encountered by students, and the relationship between e-library usage and academic performance with five research questions. The study adopted a descriptive survey design. A sample of 200 students was drawn from five randomly selected public senior secondary schools in the area; however, only 100 properly completed questionnaires were retrieved and analysed. Data were analysed using a combination of mean ((x), standard deviation (SD), simple percentage, and Pearson Product Moment Correlation (PPMC). The findings revealed that the availability of e-library facilities in public schools was generally low, and student usage of existing e-library resources was infrequent. The types of e-library tools accessible were limited, with most students lacking access to academic databases, reference tools, and other digital learning platforms. Major challenges identified included power outages, limited ICT skills, and poor alignment of e-library content with the school curriculum. Despite these constraints, a low but statistically significant positive relationship was found between e-library usage and academic performance. Based on the findings, it was recommended that government and school authorities invest in digital infrastructure, provide relevant training, and integrate e-library usage into the curriculum to enhance educational outcomes.

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 examined the attainment of pupils physiological needs and academic performance of primary school pupils in Owan West LGA. To guide this study, Six research questions were raised. Two were answered while four were formulated into hypotheses and tested at 0.05 level of significance. The study was a descriptive survey research which adopted the correlational research design. A total of 100 respondents who are parents of pupils in public primary schools in Owan West LGA formed the sample of the study. The research instrument used was a questionnaire titled "Physiological needs and academic performance of pupils questionnaire (PNAPPQ)." Data collected were analysed using mean score, standard deviation, Pearson Product Moment Correlation Coefficient and the Fisher Z test. The findings revealed that the level of attainment of pupils physiological needs and the level of academic performance of primary pupils were high in Owan West LGA. The findings further showed that there is no significant relationship between the level of attainment of physiological needs and academic performance of primary school pupils. Other findings include that there is no significant difference in the relationship between the level of attainment of physiological needs and the level of academic performance of primary school pupils in Owan West Local Government of Edo State based on location, parents educational background and socio-economic status of the family. Based on the findings, it was recommended among others that; government agencies and other non-profit organizations should consider taking up water and sanitation projects to the grassroots to ensure better learning outcomes from pupils. Sleep has influence on academic performance. Pupils should have at least 8 hours of sleep daily, as recommended by the World Health Organization (WHO).

Nomophobia (no-mobile-phone-phobia) represents an emerging mental health concern among university students, yet limited research exists on its prevalence and impact among radiography students who require focused attention and manual dexterity for professional practice. This study examined the prevalence, severity, correlates, and predictors of nomophobia among radiography students in a Nigerian tertiary institution. A cross-sectional survey was conducted among radiography students using the Nomophobia Questionnaire (NMP-Q). Data on demographics, mobile phone usage patterns, and associated symptoms were collected and analyzed using descriptive statistics, chi-square tests, and logistic regression Nomophobia prevalence was 100%, with 66.3% experiencing moderate severity and 25.4% severe cases. Battery anxiety emerged as the strongest predictor (OR=6.8), while excessive daily usage, frequent checking behaviors, and sleeping with phones showed significant associations with severity. Senior students (300L and above), the 21-25 age group, and off-campus residents demonstrated higher vulnerability. Physical symptoms affected 68.7% of students, and 79.8% experienced battery-related anxiety. The "Not being able to communicate" dimension scored highest, indicating fear of social disconnection drives nomophobia more than convenience concerns. Nomophobia is universal and severe among radiography students, with significant physical and psychological health implications. The condition poses risks to academic performance and professional development, potentially compromising essential clinical skills. Urgent targeted interventions addressing usage patterns, battery anxiety, and vulnerable populations are essential to mitigate this pervasive mental health challenge in future healthcare professionals

This study looks at how AI-powered chatbots affect student academic performance. It focuses on how these systems impact learning efficiency, engagement, and overall outcomes. As artificial intelligence becomes more common in education, chatbots are increasingly used as virtual learning assistants. They provide instant feedback, personalized study support, and interactive experiences. The research uses both quantitative and qualitative methods to evaluate students’ perceptions, usage patterns, and performance data before and after interacting with chatbots. The findings show that AI chatbots significantly improve students’ understanding of course materials, encourage self-paced learning, and increase access to academic resources. However, the study also points out challenges, such as students becoming too reliant on automated responses and limited development of critical thinking skills. In conclusion, the research emphasizes that while AI-powered chatbots can be effective educational tools, their benefits are greatest when combined with traditional teaching methods and guided human interaction.

The study evaluates the economic impact of procurement practice on academic performance of University of Benin and Igbinedion University in Edo state. Specifically, the survey assessed the effect of procurement planning, supply evaluation, contract management, procurement staff competency, and inventory management on academic performance. The sample size of 120 respondents- 60 respondents from each university, were purposively chosen from the population comprising all staff members directly engaged in procurement activities at the University of Benin and Igbinedion University. The data employed the primary method of data collection with the aid of structured questionnaire. Descriptive statistics was carried out on the data and the analyse was conducted using linear regression technique. The findings from the analysis demonstrates that procurement planning has a positive and statistically significant effect on university performance, supplier evaluation shows a negative and significant relationship with university performance, contract management displays a negative and significant coefficient while staff competency has a significant positive effect on university performance, and lastly inventory management though positive, was statistically insignificant. The findings indicate that while procurement practices are critical to institutional effectiveness, their impact is inconsistent and often undermined by systemic weaknesses. It is recommended that Universities should adopt participatory planning frameworks that involve end-users, align procurement needs with budget realities, and minimize bureaucratic delays, and Regular training, professional certification, and regulatory awareness programs should be instituted to improve the competence of procurement staff.

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.