ACADEMIC PERFORMANCE

This study examined the impact of child neglect on the academic performance of pupils in primary schools in Egor Local Government Area of Edo State. It aimed to identify the common types of neglect, how neglect affects pupils’ learning behaviour and performance, and the role of social workers in addressing the issue. A survey research design was adopted, and data were collected from 400 pupils in two primary schools using structured questionnaires. The data were analyzed using frequency tables and percentages with the aid of SPSS.Findings revealed that child neglect, caused by factors such as poverty, broken homes, and poor parental supervision, negatively affects pupils’ concentration, attendance, and overall academic achievement.The study also found that while social workers contribute to identifying and assisting neglected pupils, their presence in schools remains inadequate. The study concluded that child neglect has a significant negative impact on pupils’ education and recommended increased parental awareness, employment of more social workers in schools, teacher training on child protection, and stronger government intervention to ensure the well-being of all children

The study was designed to investigate the impact of students’ characteristics on the academic performance of senior secondary schools in randomly selected schools in Ovia North-East local government area of Edo State. Poor performance has been the order of the day over the years in public senior secondary schools’ examinations. It was observed that many interacting factors may cause poor performance of students in secondary schools. Student characteristics such as age, career choice, gender, study time, class attendance being amongst the factors were referred to as student characteristics. The objective of this study was to determine the influence of students’ characteristics (age, career choice, gender, study time and class attendance) on academic performance of senior secondary school. Five research questions were raised to guide the study. Stratified random technique sampling was used to select schools for the study. Two hundred and thirty-seven (237) students registered from five (5) selected public senior secondary schools were used to carry out the study. The item on the questionnaire was developed based on the objectives of the study. Data were analyzed using quantitative and qualitative method where descriptive statistics including mean, frequency, percentages as well as standard deviation were used. It was observed that students’ age, career choice, gender, study times and class attendance influence students’ performance in senior secondary school. The study shows that (37.1%) were 17 years old, also majority of student (29.5%) would wish to pursue
medical related career while the highest mean performance of (61.4571). It was also
observed that female had the highest population of (54.4%) and the mean performance score of (59.0370). (37.9%) of respondent choose home and holiday as their convenient study time and had the highest mean score of (76.8890), and finally students who attended classes regularly were (69.6%) and had highest mean score of (53.6667). Counsellors should be employed in public senior secondary schools who will in-turn guide the students towards making a better career choice. However, there were significant relationship between students’ characteristics and academic performance.

The study investigated the Perception of students on the impact of Guidance and Counselling services on academic performance in public secondary Schools in Oredo
Local Government area, Benin City, Edo State, Nigeria. Four research questions and one hypothesis guided the study. The study adopted the survey research design. The population of the study was 2000 SSS2 students from five public schools in Oredo Local Government Area in Edo State Nigeria. The sample size is Seventy-nine (79) 36 males and 43 females SSS2 student selected through simple random sampling techniques. The Instrument used for data collection was a 20-item questionnaire adopted from James 2023. The instrument contains four subscales of Strongly Agree, Agree, Disagree and strongly Disagree (SD). The instrument was validated by three experts from the Department of Educational Evaluation and Counselling Psychology. It yielded an Cronbach Alpha reliability coefficients of .667, .735, .713 and .735 for sub-scale 1,2,3 and 4 respectively. Data collected from the participants were analyzed using mean for research questions. while the independent sample t-test was used to test hypothesis at 0.05 level significance

The study was carried out to examine the study habits of students with hearing impairment and its effect on their academic performance. Five research questions were formulated to guide the study. Descriptive survey research design was adopted for this study. The study population consists of students with hearing impairment in a segregated school setting. A total number of 27 students with hearing impairment were used for the study. The instrument for the study was a questionnaire on study habit of students with hearing impairment and its effect on their academic performance. The instruments used for this study was validated by the project supervisor and two other lecturers in the course area and the data collected were analyzed using descriptive statistics. The analyzed data shows that there's a significant relationship between the academic performance of students with disabilities and the Family background, attitude of the students, availability of school personnel and lastly teaching strategies. Based on the findings, some recommendations were made which include: Provision for properly trained special teacher, proper placement of special teachers, offer guidance and counselling services to students with special needs, appropriate modification of curriculum and teaching strategies.

This study investigates the effects of conflict on the academic performance of students at the University of Benin and explores the implications for social work interventions. Drawing on the Social-Ecological Model, the research examines how academic, personal, and social conflicts ranging from grading disputes and interpersonal tensions to financial stress impact students’ academic outcomes and mental well-being. Using a mixed-methods approach, the study analyzes students’ coping mechanisms, evaluates the effectiveness of existing conflict resolution structures within the university, and identifies gaps in institutional support. Findings reveal that unresolved conflicts contribute to decreased academic motivation, heightened anxiety, and lower performance metrics. While some students employ adaptive coping strategies, many rely on avoidance or peer support, which may not yield sustainable academic success. The study highlights the limited accessibility and perceived ineffectiveness of current university conflict resolution mechanisms. It underscores the critical role of social workers in educational settings, advocating for their integration into university systems to provide counseling, mediation, and psycho-social support. The research concludes with practical recommendations for social work-led interventions aimed at fostering a more supportive and resilient academic environment.

This study was designed to analyze school climate and students academic performance in public junior secondary school in Egor Local Government Area of Edo State. Three research questions were raised to guide the study. What is the predominent school climate in public junior secondary school in Egor Local Government Area of Edo State? What is the level of students with performance in junior public secondary school in Egor Local Government Area of Edo State? Is there relationship between school climate and students academic performance in public junior secondary school in Egor Local Government Area of Edo State? The descriptive survey research design was used for this study. The population of the study comprises of students from the twelve (12) secondary schools in Egor Local Government Area of Edo State. A sample size of 184 students were randomly selected from Three (3) secondary schools out of the twelve (12) secondary schools under Egor Local Government Area of Edo State. Questionnaire was the instrument used to elicit information from the respondents. The data collated were analysed using frequency count, percentages, mean and standard deviation while the hypothesis was tested using Anova. The findings from the study revealed that the predominant school climate in the study area was characterized by the importance of well-enforced rules and regulations in mitigating student indicipline. This perfection is congruent with the existing literature emphasizing the role of discipline in maintaining a conductive learning environment. Also the level of academic performance of students in the junior secondary schools in Egor Local Government Area was encouraging. A majority of students achieved five credits, including core subjects like Mathematics and English. These results reflect the potential influence of quality education and teaching resource on academic performance.The data indicate that the students in these schools are making commendable progress in their educational pursuits. In the study, it was also revealed there is a positive and statistically significant relationship between school climate and students academic performance.

This project aims to investigate and analyze various strategies for enhancing students' academic performance in the English language, by studying secondary schools in Ikpoba- Okha Local Government Area of Edo State. English language proficiency is a crucial aspect of education and has a significant impact on students' overall academic success. Recognizing the importance of effective language skills, this study seeks to explore different approaches that can be employed to improve students' performance in English. The research will involve a comprehensive literature review, examining existing studies, theories, and best practices in the field of language learning and teaching. It will explore various factors that contribute to students' performance, including teaching methodologies, curriculum design, assessment techniques, and student engagement. It will also employ both quantitative and qualitative research methods to gather data and evaluate the effectiveness of different strategies. Surveys, interviews, and academic performance
records will be utilized to collect relevant information from students, teachers, and
educational institutions within Ikpoba-Okha Local Government Area. The data analysis will involve statistical measures, content analysis, and thematic coding to identify patterns, trends, and correlations. The findings of this study are expected to provide valuable insights into the strategies that can be implemented to enhance students' academic performance in English. The research outcomes will not only contribute to the existing body of knowledge in language education but also offer practical recommendations for educators, policymakers, and institutions
involved in English language instruction. Ultimately, it aspires to contribute to the improvement of students' language learning experiences, empowering them with the necessary skills to succeed academically and in their future endeavors. By identifying effective strategies, this research endeavors to facilitate an environment that fosters linguistic development, promotes engagement, and cultivates a positive learning atmosphere for students studying English.

The study was carried out to assess the influence of family background on the academic performance of senior secondary school students in Ovia North-East Local Government Area of Edo state to make this possible four research purpose was carried to answer the main objective of the study. Descriptive survey research design was adopted to accomplish the objectives of the study. The population of the study consists of one hundred and seventy-four (174) public senior secondary schools in Ovia North-East Local Government Area and the sample size of two hundred and fifty (250) pupils was used for the study. The instrument for data collection was the questionnaire. The reliability coefficient was 0.78 was obtained using Correlation Coefficient Index. The data collected were analyzed statistically using the statistical package of social sciences (SPSS) software. The study revealed that senior secondary school students in Ovia North- East Local Government Area of Edo State are not from a well to do family background and the study revealed that the influence of family background on the academic performance of senior secondary school students in Ovia North- East Local Government Area of Edo State is high. Finally the study recommend that In view of in adequate instructional materials in schools in Ovia North- East Local Government Area, it is recommended that adequate instructional materials should be made available in schools so as to facilitate the teaching and learning process

This research work focuses on the problem of the incidence of missing scripts and misplaced scores in our institutions of learning especially the higher institutions. The University of Benin was used as the field for the research. Five Faculties in the university were chosen for the study and seven respondents were taken from each faculty making a total of 35 respondents for the study. The research design used for the study was survey research design and questionnaires were constructed to answer the research questions for the study and administered to the respondents. The split half reliability test method was used to verify the reliability of the questionnaire and the Spearman Brown Formula was used to correct it. The simple percentage method was used for the analyzing the data gathered from the field due to the fact that the questionnaires were constructed on a yes or no continuum

This study examined the influence of stress on the academic performance of undergraduate nursing students at the University of Benin. Using a cross-sectional survey design, data were collected from 282 students via structured questionnaires. Results showed that academic workload and clinical responsibilities were major stressors, with 44.9% and 76.4% of students respectively reporting significant stress related to these areas. While 76.4% found peer and instructor support beneficial for managing stress, 40.6% indicated limited access to coping resources. Stress was found to negatively impact concentration, motivation, examination performance, and information retention among many students. Despite these challenges, students commonly employed coping strategies such as listening to music, social interaction, and spiritual practices. The majority endorsed interventions including time management workshops, peer support groups, and counselling services to mitigate stress. Recommendations focus on implementing structured support systems and stress management programs to enhance academic outcomes and overall well-being, highlighting the importance of continuous evaluation to improve nursing education.