Higher Education

This study examined the factors influencing students’ use of the English Language Laboratory in the development of language proficiency in the Department of English and Literature, University of Benin, Benin City. It focused on identifying the types of resources available in the laboratory, assessing students’ perceptions of the quality of those resources, and evaluating the extent to which such resources influenced students’ engagement in language learning activities. The study also investigated the relationship between the quality of the laboratory resources and students’ proficiency development, as well as the challenges affecting effective utilization of the language laboratory. A descriptive survey research design was adopted for the study. The population comprised 588 students from the Department of English and Literature, while a sample of 100 respondents was selected using a simple random sampling technique to ensure fair representation across English and Literature Education and English and Literature Arts students. Questionnaire served as the primary instrument for data collection. The data obtained were analyzed using mean scores and percentages, with 2.50 as the benchmark for decision making. The findings revealed that essential audio and audiovisual resources, such as recorders and headsets, were available and reliable, yet critical components like functional computers and comprehensive instructional materials were insufficient. Students perceived that while the available resources enhanced engagement, participation, and motivation in language learning, the inadequacy of digital tools limited the potential of the laboratory to fully support independent language practice beyond class hours. Moreover, the study found a significant relationship between the quality of laboratory resources and students’ language proficiency, particularly in the areas of grammar, fluency, pronunciation, and listening skills. Nonetheless, factors such as faulty equipment, inadequate resources, limited access, and occasional technical issues were found to impede the effective utilization of the laboratory, even though irregular power supply was not a major concern. Based on these outcomes, the study recommended that the University of Benin should prioritize the upgrading, maintenance, and regular replacement of faulty language laboratory equipment, including functional computers equipped with updated language learning software, to enhance both quality and accessibility. The Department of English and Literature was encouraged to provide a wider range of current instructional materials that would promote active, engaging, and independent language learning. Furthermore, the study recommended that administrators should extend laboratory operating hours and adopt flexible schedules to increase students’ opportunities for practice. It was also recommended that the university management should strengthen technical support by implementing proactive maintenance protocols and ensuring prompt repairs to prevent disruptions during use. Finally, continuous professional development workshops for laboratory facilitators and instructors were emphasized as vital to optimizing the pedagogical use of technological resources and ensuring that the laboratory effectively contributes to students’ overall language proficiency development.

This study examined the relationship between organizational silence and organizational citizenship behaviour (OCB) among lecturers in the University of Benin. The study sought to determine how the dimensions of organizational silence, acquiescent silence, defensive silence, prosocial silence, and supervisor silence climate influence the display of OCB among academic staff. The research was driven by concerns that silence in academic institutions may limit participation, reduce innovation, and hinder voluntary behaviours that promote institutional performance. A descriptive survey research design was adopted, and data were collected from a sample of 100 lecturers across various faculties using a structured questionnaire. Descriptive statistics (mean and standard deviation) were used to summarize responses, while Pearson correlation and multiple regression analyses were employed to test the hypotheses at a 0.05 level of significance. The results revealed that prosocial silence recorded the highest mean (M = 4.04, SD = 0.90), indicating that lecturers often withhold information for altruistic or constructive reasons, such as maintaining team harmony or protecting colleagues. Conversely, acquiescent silence (M = 2.73, SD = 1.39) and defensive silence (M = 2.88, SD = 1.10) were relatively low, suggesting that most lecturers do not remain silent out of fear or a belief that their opinions will not matter. The regression model yielded R = 0.304, R² = 0.093, F(4,91) = 2.325, p = 0.062, indicating that the combined effect of the four silence dimensions on OCB was not statistically significant. Further analysis showed that none of the individual silence dimensions significantly predicted OCB (p > 0.05), though prosocial silence exhibited a weak positive relationship (β = 0.185, p = 0.082). The correlation analysis confirmed these findings, revealing weak and statistically insignificant relationships between organizational silence dimensions and OCB. The study concludes that while organizational silence exists within the University of Benin, it does not significantly influence lecturers’ willingness to engage in citizenship behaviours such as altruism, conscientiousness, courtesy, sportsmanship, and civic virtue. The findings suggest that lecturers’ engagement in OCB is primarily driven by intrinsic motivation and professional commitment rather than silence dynamics. The study recommends that the university should continue to foster open communication channels, participative decision-making, and supportive leadership practices to sustain a positive organizational culture that encourages voluntary, extra-role behaviour among academic staff.

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 examined the use of audio-visual materials in the teaching and learning of Business Education in public universities in Edo State. Six research questions were raised to guide the study. The study employed a descriptive survey research design. The sample size of the study was 100 Business Education students from public universities in Edo State. Given the small population size, the entire population was used as the sample size, hence, a census. The instrument for data collection was a structured questionnaire titled "Use of Audio-Visual in Teaching and Learning of Business Education Questionnaire(UAVTLBEQ)." The questionnaire comprised sections A and B. The research instrument was validated by the researcher’s supervisor and two other experts in the Department of Vocational and Technical Education, University of Benin, Benin City. The reliability coefficient of the instrument was obtained using Cronbach's Alpha, and the instrument was administered to 20 Business Education students from Ambrose Alli University, Ekpoma, who were not part of the study population. A reliability coefficient of 0.88 was obtained, indicating the instrument was reliable. The data collected were analyzed using mean(x̅) and standard deviation (SD) with the aid of the Statistical Package for the Social Sciences(SPSS).The findings showed that the use of audio-visual materials enhances students' understanding of business concepts to a high extent, improves engagement in Business Education classrooms, and positively influences academic performance. However, challenges such as inadequate access to audio-visual resources, lack of technical support, and poor maintenance hinder their effective utilization. The study concluded that the integration of audio-visual materials plays a crucial role in improving the teaching and learning of Business Education. Based on the findings, the study recommended, among others, that the government and university administrators should ensure the availability and effective utilization of modern audio-visual tools to facilitate an improved teaching and learning experience in Business Education programs.

This study investigated the effect of total reward on employee performance among academic staff at the University of Benin. Total reward has been recognised as a comprehensive approach that integrates financial and non-financial incentives to enhance employee motivation, satisfaction, and productivity. The specific objectives of the study were:  To examine the effect of compensation on employee performance.  To determine the extent to which benefits affect employee performance.  To assess whether work–life balance has a significant impact on employee performance.  To identify whether recognition influences employee performance.  To evaluate the relationship between development and employee performance. A survey research design was adopted, with structured questionnaires administered to 115 academic staff using a purposive sampling technique. Data were analysed using descriptive statistics, Pearson’s correlation, and multiple regression analysis. The findings revealed that compensation (p = .356) and benefits (p = .921) had positive but statistically insignificant effects on employee performance, while work–life balance (p = .136) also showed a positive but non-significant relationship. Recognition (p = .038) and development (p = .001) exhibited significant positive effects on employee performance. The regression model indicated that total reward components collectively explained 35.5% of the variance in employee performance (R² = .355, F = 11.976, p < .05). The study concludes that recognition and development are the most influential components of total reward in enhancing employee performance, while compensation and benefits primarily serve to sustain satisfaction and retention. It recommends that universities strengthen recognition systems, invest in continuous staff development, and implement integrated reward frameworks that balance both monetary and non-monetary incentives to promote long-term academic excellence and institutional productivity.

This study was carried out examine the influence of religious belief on students’ perception of religious education in the University of Benin. Four research questions were raised for this study: What is the influence of religious belief on students’ perception of religious education in the University of Benin? How do students’ religious beliefs affect their academic performance in religious education? What are the challenges faced by students with different religious beliefs in learning religious education in the University of Benin? What measures can be put in place to improve students’ perception of religious education in the University of Benin? Descriptive research design was adopted for the study. A sample of the study consist of 100- 400 levels students of Educational Foundations, Faculty of education University of Benin, Benin City. The sample cuts across the various Departments in the faculty of Education of the University of Benin. The major findings of the study revealed show that students abstain from sexual activities after Christian Religious studies class, it was revealed that Christian Religious studies should be made a compulsory subject in the curriculum due to its positive effects in their school, it was revealed that study of Christian religious study influence student academic performance positively, religious beliefs affect students’ academic performance, it was revealed Christian Religious studies should influence students’ academic performance positively. It was revealed that misinformation about religious education is one of the challenges faced by students with different religious beliefs in learning religious education in the University of Benin. It was seen that social cohesion about religion education is one of the challenges faced by students with different religious beliefs in learning religious education in the University of Benin