IMPACT

This study investigated the impact of the language of feminism on the teaching and learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training of teachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education. i

This mixed-methods research investigates the impact of User Interface (UI) and User Experience (UX) design on the mental health and emotional wellbeing of university students. Driven by the observation that platform engagement models often prioritize retention over psychological safety, the study combined a theoretical analysis of Cognitive Load and Emotional Design theories with an empirical survey of 120 students from the University of Benin ($N=120$). Quantitative analysis revealed that the primary psychological burden on students is cognitive and social overload (Content Overwhelm $\mu=4.06$; Overwhelmed by Features $\mu=4.10$; Pressure to be Perfect $\mu=3.94$), rather than simple notification distraction ($\mu=2.89$). Despite students confirming support features are easy to find ($\mu=4.24$), their high stress levels indicated a significant mismatch between generic solutions and their specific needs. Qualitative thematic analysis reinforced these findings, identifying an explicit user demand for features that offer control over content feeds, limiting of compulsive scrolling, and pausing of "rowdy" group chats. The study concludes that current UI/UX practices impose an unnecessary emotional strain on students. Based on this validated evidence, the research proposes the "Emotionally-Aware Focus Interface" (Student Mode) framework, which features Mindful Content Curation and a Calm UI Override. These recommendations aim to facilitate a necessary transition from engagement-maximizing design to a practice prioritizing user focus, cognitive clarity, and emotional balance.

Climate change poses significant threats to the built environment through rising temperatures, altered precipitation patterns, and increased frequency of extreme weather events. This study investigated the impact of climate change on the durability of building materials commonly used in Nigeria. A comprehensive analysis of 60 years of meteorological data (1965-2024) from the Nigerian Meteorological Agency (NIMET) was conducted across Nigeria's three climatic zones. The data was divided into two 30-year periods Historical Period 1 (HP1: 1965-1994) and Historical Period 2 (HP2: 1995-2024) to identify climatic trends and their implications for concrete, steel, timber, and masonry materials. The methodology employed secondary data collection and literature review, analyzing four key climatic parameters: mean annual temperature, total annual rainfall, mean annual sunshine hours, and mean annual wind speed. Comparative analysis revealed significant environmental shifts, with Southern Nigeria experiencing the most severe changes including temperature increases of +1.0°C, rainfall increases of +298mm, and reductions in both sunshine hours (-0.6 hr/day) and wind speed (-0.6 m/s).Results demonstrated that all building materials face substantially accelerated degradation under current conditions. Concrete experiences enhanced carbonation and chloride penetration with 2030% service life reductions. Steel reinforcement shows 30-40% service life reduction in coastal environments due to intensified corrosion. Timber faces the highest vulnerability with potential 40-50% service life reductions from enhanced fungal decay and increased termite activity. Porous masonry units experience severe efflorescence and progressive strength loss, resulting in 20-40% service life reductions. The study revealed synergistic effects where combined climatic changes produce deterioration exceeding individual impacts, with Southern Nigeria facing the most aggressive conditions. The study concludes that traditional construction practices based on historical climate data are inadequate for current conditions. Recommendations include immediate revision of building codes and material specifications, adoption of climate-resilient materials and enhanced protective systems, implementation of climate-responsive design approaches, and intensified maintenance programs for existing structures. These findings provide critical insights for stakeholders to enhance building resilience and ensure the sustainability and safety of Nigeria's built environment.

Mental Health” provides a comprehensive analysis of the pivotal role of school social workers in enhancing student mental health. The study was conducted across various educational settings, employing a random sampling technique to select a representative sample from different schools. The primary data collection tool was a questionnaire, supplemented by a thorough review of relevant literature and documents. Significant findings emerged from the study, highlighting the crucial role of school social workers in fostering mental health support for students. It was found that school social workers significantly impact students’ mental, behavioral, and academic outcomes. The study recommended that school social workers should collaborate with school administrators and community agencies to create a supportive school climate. The study emphasized the importance of ongoing professional development for school social workers, suggesting that regular training and support could enhance their ability to effectively support students. The findings also underscored the need for schools to prioritize mental health
and wellbeing, recognizing that students’ academic success is closely linked to their mental health. In conclusion, the research highlighted the importance of a holistic approach to student mental health, emphasizing that school social workers play a key role in connecting students and their families with a range of services and supports. The research also underscored the importance of collaboration between schools and community agencies, suggesting that such partnerships can enhance the comprehensiveness and effectiveness of mental health supports. Keywords: School Social Workers, Student Mental Health, Supportive School Climate, Mental Health Interventions, Professional Development

In today’s digital marketplace, social media platforms have become dominant spaces where consumers discover, evaluate, and purchase products. This study investigates the impact of dark patterns on consumer buying behaviour in Benin City, focusing on manipulative design strategies such as urgency cues, perceived scarcity, social proof, hidden costs, and confirm shaming. Anchored in the Theory of Planned Behaviour (TPB) and Social Influence Theory (SIT), the study examines how these deceptive design elements influence consumers’ attitudes, perceived behavioural control, and purchase intentions within social media commerce.A descriptive survey design was adopted, and data were collected through structured questionnaires administered to active social media users in Benin City. The responses were analysed using descriptive statistics and multiple regression analysis with the aid of SPSS software.Findings revealed that urgency cues, social proof, and perceived scarcity significantly influence consumer buying behaviour by creating psychological pressure and fear of missing out (FOMO). In contrast, hidden costs and confirm shaming had weaker effects but negatively impacted trust and post- purchase satisfaction. The study concludes that dark patterns effectively drive impulsive buying but undermine consumer autonomy and long-term loyalty.The research provides practical implications for digital marketers, UX designers, and policymakers, highlighting the need for ethical marketing practices and consumer protection policies in Nigeria’s growing social commerce environment. It also contributes to academic knowledge by integrating behavioural and ethical perspectives into the understanding of online consumer manipulation and decision-making processes.

Generally, Nigerian civil service has been politicized to the extent that most top of icials openly support the government of the day and this had grossly af ected various strategic intents of policy formulation and implementation in the service. The aim of this paper is to examine the impact of socio-political conflict on ef ectiveness of civil service in Edo State civil service. The study relies on secondary sources of data collection, such as public service reforms, textbooks, journal articles, newspapers and the internet based materials. Data analysis techniques are content, thematic, historical and secondary data analyses. The finding of the paper shows that the Edo State civil service has been politicized to the extent that most top of icials openly use the public bureaucracy to consolidate their position and reputation. The paper concludes that the influence of politics in the Edo State civil service cannot bring about any change or improve ef iciency, rather it will generate a conflicting and non-cooperativerelationship between the public bureaucrats and the political of iceholders. The paper recommends ‘blind to dif erences’ approach in theState civil service employment process, which hinges on merit in a competitive employment process

Secession has been noticeably absent from International Relations theory although its role in the creation and recognition of states is clearly relevant.' Traditionally, the dominant perspective in International Relations have not questioned state formation and this has effectively barred secession as a topic since it cannot be thoroughly treated without looking across the inside/outside divide of state sovereignty. Secession must be placed in its historical context — as a phenomenon only possible in the modem era and only perceived as a global threat in this century Theorists from other disciplines who have discussed secession have reached on a problem-solving theoretical perspective which has kept them from considering secession as an outcome of problematic assumptions about identity and territory in the international system. In contrast, a critical theoretical perspective, which affirms the constitutive processes of historical discourse allows an analysis of secession which exposes the contingency of its basic assumptions.

The study was carried out to assess the impact of instructional materials in teaching and learning Biology in senior secondary schools a case study in Oredo Local Government Area. The study was guided by four research questions were raised to guide the study. The Descriptive survey research design was adopted for this study and the population of Senior Secondary School Students in Oredo Local Government Area. The sample size of one hundred students and twenty teachers made up the respondents was achieved using the simple random sampling technique. The data collected from both teachers and students were analyzed using the Cronbach Alpha statistics. An Alpha value of .78 and .72 were obtained. The data were analyzed, tabulated, interpreted and then discussed. Percentage and frequency were adopted as a method of data analysis.
The findings of the study therefore clearly revealed that; teachers consider instructional materials as key to academic performance. Lack of school library, lack of books and lack of reliable internet connection are some of the challenges encountered in the use of instructional materials. Improvisation and borrowing of instructional materials that are not available is of the method utilized in minimizing shortages of instructional materials. Following the findings of the study, the researcher recommends below; teachers should try hands on the production of simple aids so that students can see what they are talking about in the lessons. The government should establish resources centers to enable teachers borrow teaching aids which may not be in the schools.

This study explored the impact of parent-child relationship on the academic achievement of their children in Ovia North East local government area of Edo State In order to achieve the intended objectives of this study, three research questions were raised and hypothesized and tested at 0.05 chi level. The survey research design was used for the study. The population of the study comprised all SSS2 students in all the secondary schools in Ovia North East L.G.A. of Edo State. A total of 100 students were used as the sample size and the simple random
sampling technique is used to select the sample size. The technique used involved the random selection of five (5) schools within the study area. For each schools, 20 students were randomly selected, totaling 100, which made up the sample size. The instrument used for data collection was a structured questionnaire titled “The Impact of Parent-Child Relationship on Academic Achievement”. A well-structured questionnaire was the instrument used to elicit information for the study. The questionnaire was validated by the researcher’s project supervisor and two other lecturers in the Department of Educational Evaluation and Counseling Psychology, Faculty of Education University of Benin. The instrument was administered to 20 respondents who were not part of the study and a reliability coefficient of 0.64 was obtained which shows that the instrument is reliable. The questionnaire was administered to respondents personally by the researcher and retrieved at the spot. The data collected were analysed using one sample t-Test statistics for all the hypotheses.
The findings of the study revealed that favorable home environments positively influence academic outcomes, also, differences in the quality of home environments or other external factors influences academic performance of students. Equally, that the home environment impacts academic achievement and significantly influences secondary school students' academic success. Furthermore, the research revealed that there is a slightly negative perception of the effectiveness of parent-school communication on academic achievement, that parent-school communication does not significantly influence students' academic achievement, rather it is an integral aspect of school dynamics, but may not independently drive academic achievement. Hence other contributing factors such as home-based parental support, teacher-student interactions, peer influence, etc. should be explored. Finally, that the level of parental involvement positively influences students' academic achievement, that is, parents who are actively engaged in their children's educational activities tend to foster better academic outcomes. It was recommended that Schools and educators should work closely with families to ensure that the home environment supports educational success, that is, families should be encouraged and guided to create structured and nurturing environments for learning

The study was carried out to examine the impact of online teaching and
learning on the academic performance of undergraduate students in the department of Educational Foundations, Faculty of Education, University of Benin. Five research questions was raised for this study: What are the social media platforms used by undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin?, To what extent are social media platforms used by undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin?, How does social media
influences the academic performance of undergraduate students in the Department of Educational Foundations, Faculty of Education University of Benin. The research design that was used is the research survey technique and the data collected was analysed using a simple percentage and frequency table. The major findings of this research, revealed that the Impact of Online Teaching and Learning on the Academic Performance of undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin can be analyzed through several lenses and it has potential to provide access to education for a wider range of students.