Philip Isanbor

This study examined the fading effect of religious consciousness among university students in Nigeria, with a specific focus on the University of Benin. This study sought to find out the role of the university education in promoting religious consciousness among students, the extent which western culture and values influence the religious consciousness among university and the extent which social media influences religious consciousness among university students. Three research questions were raised to guide the study. The population of the study comprised of the entire fulltime (400 level) final year undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin. The simple random sampling technique was used to select twenty (20) students from five course areas in the Department of Educational Foundation. A structured questionnaire was used as the instrument for the study. Data collected were analyzed using Simple Mean ( ) and Standard Deviation (SD) were to analyze the data meant to answer the research
questions. The findings from the research questions include that: Western culture and values influence the religious consciousness of university students, Social media influence religious consciousness among university to a large extent. Based on the findings, the researcher recommended that religious instruction should be entrenched in the university curriculum. This is imperative as we assume that religion brings the fear of God and consequently that students who fear God would not engage in unruly behaviour, and this would make for a peaceful atmosphere

This study investigated the Influence of social media on the academic performance of 400level education students of University Of Benin. The study aimed at finding out what effect social networks have on their users, in particular, how the use of social networks affects the academic success of students. Number of hours spent on social media activities, nature of activities and gender influence were identified to have impact on the academic performance of students. To guide the study, four research questions were raised. This study employed the survey research design. The population of this study comprises 400level education students in the Department of Educational Foundation. Sixty (60) students formed the sample size. The instrument used for this study was a questionnaire titled 'The impact of social media on the academic performance of 400level education
students of the University of Benin'. Data obtained from the instrument was analyzed using frequency counts and percentage.

The aim of the study was to analyze the impact of the social media on the student’s academic performance of senior secondary school students in Oredo Local Government Area of Edo State. To achieve this, five research questions guided the study, the survey research method was used, subjects drawn from public senior secondary schools in Oredo Local Government Area of Edo State, using the simple random sampling technique and purposive sampling. Research findings showed that a great number of students in Oredo Local Government Area of Edo State have access to the internet and at the end of the research it is recommended that sites should be created for educational purposes as well. This is to create a balance between social media and academic activities of students to avoid setbacks in the academic performance of the students.

This study assesses challenges of adopting Information and Communication Technology (ICT) in teaching history in higher institutions. Four research questions were raised to guide the study. The population comprised of history education students in University of Benin, Benin City. A sample of 150 was selected for the study. A descriptive survey research design was adopted. Data was collected using a structured questionnaire. The reliability of the instrument was ascertained and Cronbach alpha coefficient of 0.82 was obtained. The online survey method using Google Form was adopted in collecting data from respondents. Data collected was analyzed using descriptive statistics (mean and standard deviation). Results indicated that Internet and online databases did not constitute challenges to adopting ICT in teaching and learning history, there are qualified ICT instructors, however there are experiences/incidences of untrained ICT instructors and shortage of qualified ICT instructors, there are sufficient ICT classrooms/Building, there are occasions of poor teaching methods in using ICT for teaching history. The study recommended that university authorities should as a matter of policy provide regular training and retraining for ICT instructors, government should endevour to improve on manpower (ICT instructors) in other to ensure sufficiency and effective teaching and learning of history using ICT, instructors should endevour to engage the best teaching method so as to achieve the learning objectives and stimulate students’ interest in learning