UNDERGRADUATE STUDENTS

This study investigates the attitudes of undergraduate students at the University of Benin (UNIBEN) towards media campaigns against hard drug use. Despite ongoing efforts by the government and NGOs to spread anti-drug messages through television, radio, and social media, drug misuse remains common among students. The research is grounded in the Theory of Planned Behaviour and the Elaboration Likelihood Model, which help explain how attitudes and behavioral intentions are formed through media influence. A descriptive survey design was adopted, and data were collected from 400 undergraduate respondents across UNIBEN’s Ugbowo and Ekehuan campuses using structured questionnaires. Results showed that while students are generally aware of anti-drug media campaigns, many do not find them persuasive or relatable. Factors such as peer influence, media trust, and personal experiences played a major role in shaping student reactions. The findings revealed that students were more influenced by campaigns featuring real-life stories, relatable role models, or culturally relevant messages. However, emotional reactions ranged from motivation to indifference, depending on the campaign’s content and medium. The study recommends that future campaigns should be studentfocused, engaging, and reflective of real campus life to increase effectiveness.

Access to quality eye care services among university students is critical for maintaining visual efficiency, academic performance, and general well-being. Despite the availability of a well- equipped Optometry Clinic within the University of Benin, anecdotal evidence suggested that many students underutilize its services. Understanding the factors influencing utilization is vital for improving access and strengthening preventive eye care strategies in tertiary institutions. To assess the factors influencing utilization of optometry clinic services among undergraduate students of the University of Benin. A descriptive cross-sectional study design was adopted. Data were collected using a structured questionnaire assessing demographic information, awareness, eye health-seeking behaviour, and barriers to utilization. 382 undergraduate students were selected through stratified random sampling across faculties and levels of study. This study shows that 60% of proportion of undergraduate students in the University of Benin have utilized the available eye-care services at least once. Chi-square tests assessed factors associated with clinic utilization with a significance level set at p < 0.05. The study showed that proximity (p = 0.021) to clinic was the only factor with a statistically significant association with clinic utilization. Short waiting time (p = 0.366), friendly staff (p = 0.318), availability of drugs and spectacles (p = 0.631) showed no significant association. The findings support the need for enhanced awareness programs, affordable service models, and policy integration of routine eye examinations into student health programs to improve vision care accessibility and utilization.

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

In recent years, the widespread use of digital media has significantly transformed how university students communicate, learn, and express ideas. While digital platforms such as WhatsApp, Instagram, and Facebook have enhanced information sharing and connectivity, concerns have emerged about their influence on students' wvriting culture and academic performance. This study examined the impact of digital media on the writing culture of undergraduate students in public universities in Delta State, Nigeria. The study adopted a descriptive survey research design and was conducted in selected universities, including Delta State University, Abraka, and the Federal University of Petroleum Resources, Effurun. A structured questionnaire was used to collect data from a sample of 398 respondents, selected through a multi-stage sampling technique. Data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations with the aid of the Statistical Package for the Social Sciences (SPSS). Findings revealed that WhatsApp, Instagram, and Facebook are the most frequently used platforms, with most students spending between one and six hours daily online. While digital media facilitates learning, vocabulary development, and collaboration, it also promotes informal writing styles, spelling errors, and reduced originality. The study concludes that digitalmedia exerts both constructive and disruptive effects on students' writing practices. It recommends integrating digital literacy and academic writing training into university curricula, organizing workshops on formal writing, promoting plagiarism detection tools, and improving access to scholarly digital resources to enhance responsible digital engagement. Keywords: Digital media, writing culture, undergraduates, public universities, Delta State.

Egg consumption plays a crucial role in maintaining a balanced. Students' food choices are often influenced by socio-economic factors, price fluctuations, and availability of alternative protein sources. Despite the nutritional benefits of eggs, limited studies have examined demand for egg and the determinants of consumption among university undergraduates in Nigeria. Hence this study was conducted to examine egg demand among undergraduate students at the University of Benin, Benin City, Nigeria. To achieve this, the specific objectives were to describe the socio-economic characteristics of egg consumers, evaluate the level of egg consumption relative to other animal protein sources, determine the nature of eggs consumed, and identify key factors influencing egg consumption. A stratified random sampling technique was used to select 100 students from 219 400 students of the 6 departments consisting of AEE, AFM, ANS, CRS, FWM and SLM. Both primary and secondary data were used for the study.the primary data were collected using a structured questionnaire. The secondary data were obtained from journals, articles, textbooks and the internet. The results indicated that over half of egg consumers were female (56%), while the other half were male (44%) with a mean age of 23 years and majority within the age bracket of 21-25 years (79%). Majority of undergraduate consumers resided off campus (76%). The mean budget share for egg consumption was 0.38, x making it the most consumed protein source followed by fish (0.25), beef (0.15), chicken (0.10), and milk (0.10). Egg consumption was highest among students in the Forestry and Wildlife Management (0.44), Crop Science (0.43), and Animal Science (0.39) departments, with the lowest consumption recorded in Soil and Land Management students (0.31). Regression analysis revealed that egg consumption was significantly influenced by the price of substitute protein source. An increase in beef prices also led to decreased egg consumption, confirming complementary effects. Furthermore, total protein expenditure was a key determinant of egg consumption indicating that students who spent more on protein allocated a larger portion of their budgets to eggs. Gender was also significant with male students spending more on eggs than female students. However, the prices of eggs, milk, fish, chicken, and pork were not significant predictors, implying that prices of these protein sources do not strongly influence students' egg consumption patterns. The study recommends that universities promote awareness campaigns on the nutritional benefits of eggs and other protein sources to encourage balanced diets and egg consumption. Policymakers should work towards stabilizing egg prices to enhance affordability for students. Additionally, university food vendors should ensure the availability of eggs in various forms to cater to students' dietary preferences.

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.