EDUCATION

Hysterosalpingography (HSG) is a relatively simple, safe, and minimally invasive radiological examination used to visualize the uterine cavity and fallopian tubes through the introduction of a contrast medium. Beyond its diagnostic value, HSG also offers therapeutic benefits in the assessment and management planning of infertility. This randomized controlled trial was conducted to determine how pre-procedure education and counseling influence pain perception and anxiety levels among women undergoing HSG. A total of sixty-nine (69) women were selected using a purposive sampling method to ensure appropriate representation of individuals scheduled for the procedure. Data collection involved a structured questionnaire, the Visual Analog Scale (VAS) for assessing pain intensity, and the State-Trait Anxiety Inventory (STAI) for evaluating anxiety before, during, and after the examination. All collected data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0. Socio-demographic analysis showed that 25 participants (36.2%) were between 20–29 years, 24 (34.8%) were aged 30–39 years, and 20 (29.0%) fell within 40–49 years. Regarding educational attainment, 44 respondents (63.8%) had university or postgraduate qualifications, whereas 25 (36.2%) had only primary or secondary school education. The majority, 53 women (76.8%), were married. Of the
participants, 35 (50.7%) were assigned to the intervention group and received comprehensive information about the HSG procedure, while 34 (49.3%) formed the control group and did not receive such guidance. Within the intervention group, 32 women (91.4%) reported that the education and counseling were extremely beneficial, while the remaining 3 (8.6%) found them moderately helpful. Pain assessment revealed that in the control group, 58.8% experienced moderate pain and 41.2% reported severe pain. Conversely, among the intervention group, 82.9% reported only mild pain and 17.1% experienced moderate pain. Anxiety levels followed a similar pattern: 67.7% of the control group exhibited high anxiety, whereas 88.6% of the intervention group reported minimal anxiety. Hypothesis testing indicated that all comparisons between the control and intervention groups yielded p-values less than 0.05, signifying statistically significant differences. Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted.

This study examined the factors contributing to academic stress among first-year students in the Faculty of Education, University of Benin. The study focused on four major stress indicators which include academic workload, course demands, challenges in adaptation, and pressure to achieve high academic performance. A descriptive survey research design was
adopted, and data were collected from 140 randomly selected first-year students using a structured questionnaire with verified reliability. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while the Pearson Product Moment Correlation Coefficient was employed to test the hypotheses at a 0.05 level of significance. The results showed that academic workload had a significant positive relationship with academic stress (r = 0.319, p < 0.01), indicating that heavy coursework, numerous assignments, and difficulty keeping up with academic tasks contribute to students’
stress. Course demands also showed a significant positive relationship with academic stress (r= 0.366, p < 0.01), suggesting that high expectations, complex course content, and frequent assessments heighten students’ anxiety. Adaptation challenges were found to significantly increase stress levels (r = 0.482, p < 0.01), especially in relation to adjusting to new learning
styles, large classes, and academic independence. The strongest contributor to academic stress was the pressure to achieve high academic performance (r = 0.737, p < 0.01), driven by fear of failure, family expectations, and the desire to maintain a high CGPA. The study concludes that academic stress among first-year students is multidimensional, arising from
both academic requirements and personal expectations. It highlights the need for improved academic guidance, supportive learning environments, and strengthened counselling services ix to help students adjust effectively to university life. The study recommends a review of academic workload, improved teaching strategies, structured mentorship programmes, and
increased psychological support to enhance students’ wellbeing and academic success

This study was aimed at investigating the factors which influence the participation of women in continuing education programmes in Oredo local government area of Edo state. In view of the purpose of the study, five research questions were formulated to guide the study which are:1. What are the psychological factors influencing women’s participation in continuing education? 2. Do women enroll in continuing education programmes for economic reasons? 3. Do women’s participation in continuing education programmes to improve social interaction? 4. What political reasons necessitate women’s participate in continuing education?

The purpose of the study was to find out the awareness and effectiveness of environmental education among undergraduates in the university of Benin. Further, four (4) research questions were raised and analyzed to guide this study. The descriptive survey research design was adopted for this study.The population comprised (44140) undergraduates students across all faculties at the University of Benin . A Simple random sampling technique was used to select a sample of 150 students from four faculties(Education(7416), Agriculture(1685), Physical Science(3283) and Engineering(5481) ) . A self structured questionnaire with two sections was used as the research instrument to collect data from the sample population. The validity of the instrument was confirmed by the supervisor and two other experts in the area of health safety and environmental education. The reliability of the instrument was tested using the testretest method. The questionnaire was administered via Google forms to facilitate data collection and a period of one week was used for distribute and collect of the questionnaire. The data collected were analyzed using descriptive statistics, including frequency counts and percentage The findings of the study revealed that there is a high level of awareness but low effectiveness of environmental education among undergraduates in the university of Benin. While environmental issues is been known to high level of undergraduates in the university community, lack of interest among students reduces the impact of the programmes. It was also indicated in the study that poor funding or lack of resources reduces the success of environmental education programmes, the study, it also detected in the study that the altitude of lecturers or facilitators influences how much is learnt in environmental programmes. The researcher concludes that there is high level of awareness on environmental issues among students in the school community but low effectiveness and action of environmental programmes due to poor funding and lack of resources in environmental education programmes that will later lead lack of interest among students on issues that concerns the environment, some students are eager to adopt environmental practices, but poor funding and lack of resources reduces the success of environmental education programmes, and the content of current environmental education programmes are not made more practical and action based as it should be. The researcher also recommended that the content of current environmental education programmes should be made more practical and action based, and including reallife environmental case studies.

The research examined the status of adult education in University of Benin, Benin City as a course of Study. The population consisted of students from the Department of Adult and Formal Education, Faculty of Education out of which 100 samples were chosen for the study. Four research questions was generated for the study which sought to know the student level of awareness of adult education among students admitted into the University of Benin, their perception of adult education as a course of study, whether they choose Adult Education as a course of study, and the challenges students face during their course of study. A self-designed questionnaire was used to elicit responses from the respondents. The response was analysed using SPSS. The findings reveal that because students were ignorant of what adult education is all about, students are lethargic to it as a course of study. The study among others recommended that adult education should be made a prerequisite course for students as adult education is a course for all time personal as well as national development

This project explores Mary Wollstonecraft’s notion of women empowerment as articulated in her landmark work, A Vindication of the Rights of Woman and of ersahilosophical critique of its strengths and limitations. Wollstonecraft argued that women
are rational beings endowed with reason and virtue, and thus deserve equal access to education and opportunities as men. For her, education was the foundation of empowerment, enabling women to escape dependency, achieve moral autonomy, and
contribute to the social and political fabric of society. By framing women as active moral agents rather than passive ornaments, she challenged the patriarchal norms of her time and laid the groundwork for modern feminist thought. Nevertheless, her ideas were also shaped by the constraints of Enlightenment rationalism and her social context. Critics argue that her emphasis on reason reduced empowerment to assimilation into male- defined ideals, overlooking the value of emotion, care, and diference. Wollstonecraft often justified education for women in instrumental terms, linking it to their roles as wives and mothers rather than affirming it as an intrinsic right. Her focus also reflected a largely Eurocentric and middle-class orientation. This critique, therefore, evaluates her enduring contributions while highlighting the need for more inclusive, intersectional perspectives

Faith-based organizations play a significant role in the social, moral, and economic development of societies, particularly in developing nations. This study examines the role of Church of God Mission International in nation-building, highlighting its contributions to education, healthcare, moral development, and community service. Using a case study approach, the research explores how the church’s programs and initiatives have impacted societal transformation and national development.The study finds that Church of God Mission International has actively contributed to nation-building through the establishment of educational institutions, provision of humanitarian services, promotion of ethical values, and empowerment of individuals. These efforts have not only improved the quality of life for many citizens but have also supported government efforts in addressing social challenges such as poverty, illiteracy, and moral decline.Furthermore, the study emphasizes the importance of collaboration between faith-based organizations and government agencies in achieving sustainable national development. It concludes that faith-based institutions remain vital stakeholders in nation-building, serving as agents of positive change and development. Recommendations are made for increased partnership, policy support, and recognition of their contributions to national growth.

This study assessed challenges faced by undergraduates during teaching practice; a case study of 2019/2020 teaching practice exercise of the Faculty of Education, University of Benin, Benin City. Five research questions were raised to guide the study. Concepts related to the study were reviewed as contained in literature. A descriptive survey design was adopted for the study. The population of the study comprised of 300 and 400 level undergraduate students in the department of Educational Foundation (History Education) in the 2019/2020 academic session. The total population was one hundred and fifty-seven (157) and was taken as the sample size since it is of manageable size. Data were collected using a structured questionnaire titled “Challenges of Undergraduates during teaching practice: A case study of history students, University of Benin, Benin City”. The finding revealed that; Instructional aids constitute a major challenge to teaching practice experience of History Education undergraduates. Factors
such as ill-equipped library, deficit instructional materials and the need to
improvise were identified, it also reveal that supervision constituted a challenge. Factors such as low supervisor-undergraduates ratio was identified as a challenge. However, supervisor being an expert in history, supervisors not showing up on time and non-interactive nature of supervisor were not considered as challenges

This study examined on the role of agricultural education in promoting sustainable farming practices in Edo State. To achieve the purpose of the study, four research questions were raised and examined. Data was collected from one hundred and thirteen (113) respondents randomly selected from four levels in my department in the University of Benin, Benin City. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of data was done using mean score and standard deviation. The findings from the study include that that there is a low level of availability of facilities for the teaching and learning of Agricultural education, that there is a very low level of interest of students on the in Agricultural education and that there is a high extent to which Agricultural educators and students motivated in Edo State. It was concluded that there exists a significant relationship between Agricultural education and farming practices in Edo State

The study focused on the effect of forensic Accounting education on corruption and fraudulent practices in Nigeria. Specifically the objec8was to examine the extent to which the teaching, techniques, skill, and research, practices and methods of forensic accounting on corrupt practices in Nigeria and also to find out the impact of forensic accounting standards on fraudulent practices in Nigeria. The study employed the use of descriptive survey study as its research design. Five specific objectives were generated to accomplish the general objectives of the study. The findings revealed that forensic accounting should be included in secondary school curriculum in order to create an early awareness of Students' on concept related to fraud and corrupt practices In order to achieve the objectives of the study the researcher employed the use of primary data to carry out this research and the research respondents were focused on Accounting staff, Non academic in busary department and final year students in the department of accounting. A total of one hundred and fifty-eight (158) Questionnaire were distributed. The results of the questionnaire were analyzed using descriptive analysis. This study recommended that research and training on forensics Accounting should be strengthened, this is to ensure that new and innovative forensic accounting practices is found which in turn could connote into more effective ways for curbing corrupt practices. The results of this study wou6be of benefit to the government, industrialist, academia and future researchers. This study will assist government in designing policies that are geared towards curbing corruption practices in Nigeria.