university students

This study comprehensively examined the awareness and practice of visual hygiene among undergraduate students of the University of Benin, Benin City, with a focus on evaluating their level of knowledge, behavioural compliance, and the major barriers influencing adherence to recommended visual health practices. Employing a descriptive cross-sectional research design, data were collected from 428 undergraduate students selected across various faculties through a structured, self-administered questionnaire. The data were analyzed using descriptive and inferential statistics with the Statistical Package for the Social Sciences (SPSS) version 23.0. The findings revealed a moderate level of awareness (68.2%) regarding visual hygiene principles, as the majority of students demonstrated understanding of fundamental aspects such as adjusting screen brightness (71.3%) and using adequate lighting (65.2%). However, fewer respondents were aware of key preventive and behavioural components including maintaining correct posture (51.2%), practicing regular blinking to prevent dry eye (44.6%), undergoing routine eye examinations (33.9%), and eating a diet rich in eye-healthy nutrients (27.3%). The level of practice was also found to be low (45.6%), as most students reported spending an average of three to six hours daily on digital screens but showed poor compliance with preventive strategies such as taking regular breaks and maintaining ergonomic posture. The use of eye care services was largely reactive, with 58.0% of respondents visiting the eye clinic only when visual symptoms occurred. The study also revealed that behavioural barriers such as forgetfulness (46.7%), time constraints, and low motivation significantly hindered the consistent application of good visual hygiene practices. Furthermore, chi-square analysis indicated no statistically significant relationship between faculty of study and awareness levels (p>0.05), suggesting that knowledge of visual hygiene was generally uniform across disciplines. The study concludes that although undergraduate students of the University of Benin possess moderate awareness of visual hygiene, their actual practices remain inadequate, revealing a persistent knowledge–practice gap. Ittherefore recommends the implementation of continuous educational interventions, integration ofvisual hygiene modules into university curricula, and the establishment of institutional support.

Stimulants are a major constituent of psychoactive substances. They cause several untoward effects; including academic difficulty which can lead to untoward consequences for students. The understanding of the knowledge and pattern of use of stimulant will help in its prevention and control. Thus, this study intended to investigate theknowledge and practice and current prevalence rates of stimulant use, using the undergraduate students in the university of Benin as case study, age and gender of students as well monthly income and how they got to know about stimulants, specific type of stimulant used and reason for using stimulants. The instrument consisted of sociodemographic variables and the stimulant knowledge section, benefits, health effects and effects section of questionnaire for Student Drug Use Survey. It was administered on 100 undergraduate students of University of Benin selected by random technique. The current prevalence rates of stimulant use were 61%, 54% and 50% respectively for the use caffeine, alcohol and cannabis. The majority (77%) of our respondents were in the age range of 21-25. Only 2% of our respondents were married. Therefore, efforts at curtailing the use of stimulants must start early; incorporating such strategy into primary school curriculum will be worthwhile. There is need to focus more on common stimulants like coffee, Kola nut, caffeinated energy drinks. Students need to study without using stimulants.

This study investigated the impact of place-based learning (PBL) on the knowledge and attitudes of students toward fire safety in the University of Benin. The research employed a quasi-experimental design involving two groups: an experimental group exposed to place-based learning and a control group that received traditional instruction. A structured questionnaire was used to assess students’ knowledge and attitudes toward fire safety before and after the intervention. Data were analyzed using descriptive statistics and inferential tests, including independent sample t-tests. Findings revealed a statistically significant improvement in the knowledge scores of students in the experimental group compared to their counterparts in the control group, indicating that PBL positively influences students’ understanding of fire safety concepts. However, no statistically significant difference was observed in the attitude scores between the two groups, suggesting that the PBL intervention did not have a measurable effect on students’ attitudes within the study’s timeframe. The study concludes that while place-based learning is an effective method for enhancing students’ knowledge of fire safety, more sustained or emotionally engaging interventions may be required to bring about meaningful changes in attitudes. It is recommended that fire safety education in higher institutions integrate experiential and context-specific learning strategies to foster both cognitive and behavioral development in students.

Stress and mental health challenges among university students have become a growing concern, impacting their academic performance, social interactions, and overall well being. This study investigates the prevalence, causes, and coping mechanisms of stress among students at the University of Benin. Using a survey method, data was collected from a diverse group of students to examine key stressors such as academic workload, financial challenges, and social pressures. The study also explores how demographic factors, including age, gender, year of study, and socioeconomic background, influence students’ mental health experiences. The study is grounded in the Transactional Model of Stress and Coping by Lazarus and Folkman (1984), which emphasizes the interaction between individuals and their environment in determining stress responses. Findings reveal that academic workload is the most significant stressor, with 70% of students reporting it as their primary concern. Financial constraints, social relationships, and future uncertainties also contribute to mental health challenges. While students adopt various coping strategies such as social interaction, physical exercise, and relaxation techniques, only 15% seek professional mental health support, highlighting barriers such as stigma and lack of accessibility. Based on these findings, thestudy recommends the implementation of university-led mental health programs, including peer support initiatives, stress management workshops, and increased access to affordable counseling services. Universities should also integrate financial aid programs and career counseling to help students manage academic and financial pressures. Addressing mental health challenges among students is crucial for fostering a more supportive academic environment that promotes well-being, resilience, and overall student success.

The main purpose of this research work was to assess the perceived factors leading to depression among university students using the Faculty of Education of the University of Benin as a case study. This research work discussed the causes of depression among university students
and how it affects their academic life. It also looks at how students understand and define the concept of depression since research evidence points to the fact that
arriving at a consensual definition for depression can be difficult due to the varying experiences among individuals influencing its definition. Population 8,668
students, random select 296 students. Descriptive survey research design was adopted. The research questions were tested by administering 100 copies of (20) item
questionnaire to undergraduates of the Faculty of Education, University of Benin. The data generated were analyzed using percentages and the findings discussed. The result of the study revealed that there are various factors that leads to depression among university students of the University of Benin. Following the findings, the researcher puts forth some recommendations which
when faithfully implemented will bring about general improvement with respect to the focus of this research.Counseling centers on university campuses need to be very proactive, easily approachable to all students, get help-lines where students can get in contact with a counselor without necessarily approaching the counseling unit to help students who feel very shy and intimidated. Students who fail their exams or do not achieve their academic goal should be encouraged to seek for guidance.