UNDERGRADUATE STUDENTS

This study examined the link between social isolation and deviant behaviour among undergraduate students at the University of Benin (UNIBEN). The primary goal was to empirically understand if feelings of loneliness and social disconnection directly led students to engage in harmful, rule-breaking acts, thereby validating existing psychosocial theories in a Nigerian university context. A descriptive survey design was employed, and a structured questionnaire was administered to 148 students who provided valid responses. The results revealed that social isolation was a pervasive issue, showing that the majority of students (81%) felt moderately to highly isolated from the campus community and their peers. The most common form of self-reported deviant behaviour was skipping classes (truancy), reported by 49% of the respondents, followed by general rule-breaking. Crucially, the study found a strong, positive, and statistically significant relationship between the two variables (r = 0.612, p < 0.001), indicating that the more isolated a student felt, the more likely they were to engage in deviant acts. Isolation was confirmed as a major predictive factor for truancy, breaking rules, and substance use. The study recommends that the university should immediately implement structural and social interventions, including creating better welcome programs for new students, starting a mandatory peer mentorship system, improving accessible counselling services, and organizing more frequent social events to help students achieve adequate social integration.

Background: Simulation-based learning is essential for preparing and training undergraduate students for their professional roles and enhancing their experiences and skills. Simulation-based learning (SBL), however, has not been widespread, despite its integration in the university curriculum. There is a gap in understanding how undergraduate students perceive and engage with simulation base learning. Objective: This study aims to assess the knowledge, attitude and practice of simulation based learning among undergraduate students in university of Benin. Subjects and Methods: A descriptive cross-sectional study design was utilized for this study using a self-administered questionnaire administered to 620 undergraduate students of university of Benin. Data collected was analyzed using IBM Statistical Package for Social Science (SPSS) 27.0. with statistical significance set at p<0.05 and 95% Confidence Interval. Categorical data was presented using frequency tables. Chi-square and Fischer’s Exact tests examined relationship between demographic characteristics and respondent’s knowledge, attitude, practice and challenges towards simulation-based learning. Results: The mean age and parity of respondents studied was 21.1 ± 3.1 years. In terms of sex, 54.8% of the respondents were male, and 45.2% were female. The tribal distribution of the respondents showed Benin (34.5%) with the highest proportion. Five hundred and twenty-five (84.7%) respondents were aware of simulation-based learning with 193 (36.7%) having good knowledge of SBL. Department and academic level were significant predictors of good SBL knowledge with respondents form Medicine and 600 level students showing a p-value of 0.042 and 1 respectively. In relation to attitude, 447 (85.1%) respondents had positive attitude towards simulation based learning while only 78 (14.9%) had negative attitude. Good knowledge and Academic level were significant predictors of attitude toward simulation-based learning with respondents from fourth-year having a coefficient of 0.836 with a p-value of 0.053, suggesting a near-significant positive influence on supportive attitudes, while respondents from sixth-year and respondents with good knowledge of SBL as reference category. In relation to practice, 53.9% (334) had participated in simulation-based learning activities, while 46.1% (286) had not. The academic level of study of respondents in their sixth year, good knowledge and attitude had a strong predictive value and significantly influenced participation of simulation-based learning. Conclusion: The study revealed that while awareness of simulation-based learning is high, over two-thirds of students showed limited understanding of its concepts, especially younger and less advanced students. Over four-fifths had a positive outlook on simulation-based learning, recognizing its value in enhancing knowledge and skills. Although more than half had participated in SBL activities, current engagement was lower, with only four-tenths actively involved. High-fidelity mannequins and virtual patients were commonly used, indicating a preference for realistic simulations. Notably, over one-fifth of respondents reported challenges, such as inadequate infrastructure, limited resources, technical issues, and time constraints, which hinder effective simulation-based learning implementation.

Background: Risky sexual behaviour (RSB) among undergraduate students constitutes a significant public health challenge, associated with increased risk of sexually transmitted infections, HIV, and unintended pregnancies. The transition to university life, characterised by newfound autonomy and peer influence, creates vulnerability to risky sexual practices. This study aimed to assess the knowledge, attitudes, prevalence, and factors influencing risky sexual behaviour among undergraduate students in tertiary institutions in Edo State, Nigeria. Methods: An analytical cross-sectional study was conducted among 635 undergraduate students selected from the University of Benin (UNIBEN) and Benson Idahosa University (BIU), Benin City, Edo State, Nigeria, using a pretested, structured self-administered questionnaire. Respondents were selected by a multistage sampling technique. Data collected were analysed using IBM SPSS version 27. Knowledge was assessed using 34 variables across 10 questions, attitudes using a 5- point Likert scale, and prevalence using lifetime and 12-month recall periods. Statistical significance was set at p < 0.05 at 95% confidence interval. Results: The mean age of respondents was 20.39 ± 2.71 years. Slightly over half (53.9%) were male, and the majority (98.1%) were Christian. Nearly two-thirds (63.3%) were enrolled in health-related faculties. Overall, 76.1% of respondents demonstrated good knowledge of risky sexual behaviour. The majority (79.2%) exhibited negative (protective) attitudes toward RSB. Lifetime sexual activity prevalence was 26.6%, with a mean age of sexual debut of 18.21 ± 2.86 years. Among xv sexually active respondents, lifetime RSB prevalence was 88.2%, and recent (12- month) RSB prevalence was 90.2%. Unprotected sex was the most common risky practice (75.1% lifetime, 72.4% recent), followed by sex with casual partners (57.4% lifetime, 51.2% recent). Off-campus residence (AOR = 17.50, 95% CI: 3.07–99.72, p = 0.001), poor knowledge (AOR = 54.61, 95% CI: 4.74–628.98, p = 0.001), early sexual debut (AOR = 8.82, 95% CI: 1.11–69.83, p = 0.039), and positive attitude (AOR = 0.04, 95% CI: 0.01–0.30, p = 0.002) were significant independent predictors of lifetime RSB. For recent RSB, male sex (AOR = 0.11, 95% CI: 0.02–0.58, p = 0.009), off-campus residence (AOR = 4.34, 95% CI: 1.04–18.17, p = 0.045), and positive attitude (AOR = 0.19, 95% CI: 0.05–0.79, p = 0.023) were significant predictors. Conclusion: Despite good knowledge and predominantly protective attitudes, the prevalence of risky sexual behaviour among sexually active undergraduate students in Edo State remains alarmingly high. Off-campus residence, poor knowledge, early sexual debut, male sex, and negative attitudes emerged as key drivers of RSB. There is an urgent need for targeted, skills-based sexual health interventions addressing environmental vulnerabilities, condom negotiation self-efficacy, and male-focused reproductive health education within tertiary institutions in Edo State. Keywords: Risky sexual behaviour; Undergraduate students; Knowledge; Attitudes; Prevalence; Edo State; Nigeria.

This study examined the effects of gambling on the lifestyle of undergraduate students in the University of Benin. The research was motivated by the increasing popularity of online betting platforms and the rising involvement of youths in gambling activities across tertiary institutions in Nigeria. A total of 150 respondents were randomly selected from various faculties within the university, and data were collected using a structured questionnaire. Simple descriptive statistics such as frequencies and percentages were employed to analyze the responses. Findings revealed that gambling is a prevalent activity among undergraduate students in the University of Benin, with many students spending a significant portion of their financial resources on betting activities. The study identified peer influence, economic hardship, the desire for quick money, and promotional incentives by betting companies as major factors motivating students to engage in gambling. Furthermore, results showed that gambling negatively affects students’ academic performance, leading to poor concentration, reduced study time, and declining grades. The study also established that excessive gambling contributes to psychological problems such as anxiety, depression, and emotional distress, while also straining interpersonal relationships and promoting social isolation. Financial consequences such as debt, mismanagement of funds, and increased dependence on external support were also reported among frequent gamblers. The study concludes that gambling poses significant social, psychological, academic, and financial risks to undergraduates, despite being perceived by any as a harmless recreational or income-generating activity. It recommends that the university establish more awareness campaigns and counselling programs to address gambling addiction, enforce stricter campus policies regulating gambling activities, and introduce skill acquisition programmers to provide sustainable financial alternatives for students. Parents and guardians are also encouraged to monitor their wards’ financial habits and provide adequate support to reduce reliance on gambling income.

Background: The rapid integration of artificial intelligence (AI) tools into higher education has transformed how students access information, complete academic tasks, and engage with learning. While AI offers significant benefits in efficiency and academic support, growing concerns exist regarding excessive student reliance on these tools, with potential implications for critical thinking, cognitive autonomy, and academic integrity. Despite near-universal AI adoption among students globally, empirical data on the nature and extent of AI dependency among Nigerian undergraduates remain limited. Materials and Methods: A descriptive cross-sectional study was conducted among 588 undergraduate students selected from the Ugbowo campus of the University of Benin using a multi-stage sampling technique. Data were collected using a structured self-administered questionnaire that assessed AI tool awareness and usage, patterns of AI use, and level of AI dependency using the validated 22-item Artificial Intelligence Dependence Scale (AIdep-22), which measures four domains: functional dependence, cognitive dependence, emotional dependence, and loss of control. Factors associated with AI dependency were also explored. Data were analysed using IBM SPSS version 29.0; frequencies, proportions, and means were computed for descriptive statistics, while chi-square tests assessed associations between categorical variables at a significance level of p < 0.05. Results: The mean age of respondents was 22.73 ± 4.65 years, with 52.9% being male. Internet access (99.1%) and smartphone ownership (98.6%) were nearly universal. AI tool awareness was reported by 99.3% of respondents, and 98.1% were active users, with ChatGPT being the most recognised (99.0%), most commonly used (83.2%), and most frequently used (83.2%) tool. The primary academic applications were research assistance (72.3%), summarization of materials (69.7%), and writing support (66.7%), with over half reporting daily use. Regarding usage behaviours, 77.9% reported verifying AI outputs relatively more frequently while 58.8% modified AI-generated content before use more frequently, and 15.0% admitted to unethical use including examination malpractice. In terms of dependency, 49.8% of students exhibited low AI dependency, 40.1% moderate dependency, and 10.0% high dependency. Domain-level mean scores were highest for functional dependence (2.86), followed by emotional dependence (2.55), cognitive dependence (2.50), and loss of control (2.27), with an overall AIdep-22 mean of 2.55, corresponding to moderate dependency. Verification behaviour (p = 0.004) and modification of AI outputs (p = 0.05) were significantly associated with dependency level. The key factors associated with AI dependency were heavy academic workload, high performance expectations, ease of AI access, and fear of making errors. Conclusion: AI tools, particularly ChatGPT, have become deeply embedded in undergraduate academic life at the University of Benin, with near-universal awareness and adoption. Most students exhibited moderate AI dependency, with functional dependence being the most prominent domain. Verification behaviour and output modification were significantly associated with dependency level, underscoring the importance of critical engagement with AI-generated content. These findings highlight the urgent need for institutional guidelines, AI literacy programmes, and pedagogical strategies that promote responsible AI use while preserving students' intellectual independence and academic integrity.

This study investigates the knowledge and practices related to graceful aging among undergraduates at the University of Benin, Edo State, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at 0.05 level of significance The study uses a descriptive survey research design, with a sample of 100 students selected through stratified random sampling from five faculties. The research instrument is a structured questionnaire designed to assess students' knowledge of graceful aging practices and their engagement in such practices. Findings reveal that while most students are aware of the factors that contribute to graceful aging, such as regular physical exercise, balanced nutrition, and stress management, there are gaps in their practical engagement with these behaviors. Only a small percentage of students engage consistently in practices such as maintaining a balanced diet, managing stress, and getting adequate sleep. The study concludes that while awareness of graceful aging is high among university students, there is a need for targeted educational interventions to bridge the gap between knowledge and actual practices

This study explores how youths in the Ekosodin community and students at the University of Benin (UNIBEN) feel about "indecent dressing." It looks at the factors that influence students' clothing choices, especially styles considered indecent. The research also examines how students believe society reacts to their dressing and how it impacts their social interactions, academics, and personal identity. To gather information, surveys were conducted with UNIBEN students and Ekosodin residents, and the responses were analyzed to identify trends. The study found that social media, fashion trends, and peer pressure play a big role in shaping how students dress. A student's choice of clothing also affects their social interactions and their sense of belonging in the community. Additionally, students who dress "indecently" are more likely to face bullying or harassment. However, fashion is also a way for students to express themselves, and their dressing style can influence how they see themselves. Overall, the study revealed that students’ opinions on "indecent dressing" are strongly influenced by their peers and the broader community. This shows that dressing is not just a personal choice but also a social issue. The research concludes that there should be a balance between personal fashion freedom and respecting cultural norms. It highlights how students must navigate self-expression, societal expectations, and peer influence when making clothing choices.

Human hands usually harbor microorganisms both as part of normal flora and
microorganisms contacted from the environment. A prospective study was carried out in the University of Benin, Benin City, Nigeria. This study was aimed at identifying the types of bacteria associated with hands of undergraduate students in the University of Benin and to isolate and determine the hemolysin production of bacteria isolates present on the hands of the students. A total of 6 samples were obtained. The samples were analyzed using cultural, morphological and biochemical characteristics (citrate, indole, oxidase, catalase, motility, triple sugar ion and coagulase). The bacteria isolates recovered were S. aureus 3(25%), C. jeikeium 1(8.33), S. epidermidis 4(33.33), S. hominids 2(16.67) and Escherichia coli 2(16.67). All isolates of S. aureus, E. coli and S. hominis showed complete hemolysis (Beta hemolysis) while S. epidemidis and C. jeikeium were non hemolytic (Gamma hemolysis). All Gram positive isolates were resistant to amoxicillin, rifampin and septrin. Gram negative bacteria isolates were highly resistant to nalixidic acid, gentamicin, ciprofloxacin and ampicillin

The main purpose of this study is to evaluate whether the female undergraduate students of the university of Benin are aware of the breast self Examination, if they practice it, how often and how effectively they practice breast self examination. The research work began with a general background of the study, purpose, statement of the problem as well as the significant of the study. Relevant literature by various scholars reviewed on the knowledge of the BSE, benefit, effect, methods of carrying out BSE and predisposing factors of breast cancer. It went further in discussing factor that influence the practice of self breast examination .It went further to discuss the description of the procedures used in gathering data that are related to the research questions. In this third chapter of the research work, the proportionate sampling techniques was used, the use of questionnaires as one of the instrument used in the collections of data was applied by the researcher and the data were later analyzed from the respondents response. Lastly, conclusion and recommendation were made by the
researcher where it was deemed fit to recommend and suggestion were also made as regard to breast self examination among female students

This study examines the impact of cyber fraud on the academic performance and study habits of undergraduate students at the University of Benin. Using a snowball sampling technique, data were collected from 380 students through surveys and interviews. The findings reveal that students engaged in cyber fraud often struggle with time management and academic performance due to distractions and misplaced priorities. The study concludes that cyber fraud negatively affects students' academic success. It recommends stricter institutional policies, awareness campaigns, and financial support programs to curb student involvement. Further research should explore this issue in other universities for a broader perspective.