university students

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 the knowledge 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 university students’ attitude towards chemistry and its effect on their academic achievement among 50 undergraduate chemistry students at the University of Benin. The aim was to determine how perceived relevance, enjoyment, and difficulty influence performance in chemistry courses. Using a descriptive survey design, data were collected with a structured questionnaire and analyzed with SPSS using descriptive statistics, correlation, and regression. The mean scores showed moderate to positive attitudes: perceived relevance (M = 3.01, SD = 0.64), enjoyment (M = 2.95, SD = 0.62), and perceived difficulty (M = 2.83, SD = 0.59). The mean academic achievement score was 68.7 ± 9.4, indicating moderate–high performance. Correlation analysis revealed significant positive relationships between relevance (r = 0.42, p < 0.01) and enjoyment (r = 0.49, p < 0.01) with academic achievement, while perceived difficulty correlated negatively (r = –0.34, p < 0.01). Regression analysis showed that the attitude components jointly explained 43% of the variance in performance (R = 0.66, R² = 0.43, Adjusted R² = 0.41, F = 20.26, p < 0.001). Enjoyment (β = 0.37, p = 0.000) and relevance (β = 0.28, p = 0.000) were the strongest positive predictors, while difficulty had a significant negative effect (β = –0.25, p = 0.000). Gender differences were observed, with females (M = 69.8 ± 9.1) outperforming males (M = 67.2 ± 9.7, p = 0.037). No significant difference occurred across study levels (F = 0.71, p = 0.546). The study concludes that positive attitudes—especially enjoyment and perceived relevance—enhance academic success, while perceived difficulty lowers performance. It recommends interactive teaching, real life applications, and improved laboratory access to strengthen students’ engagement and achievement in chemistry.

This study assesses the knowledge of the dangers of self-medications in the halls of residents among students in the University of Benin. Four research questions were asked and answered during the study using frequencies and percentages. The survey research design was adopted for this study; this is because the data is collected from a sample population with specific characteristics. The target population will be 12,240. This study comprised full-time undergraduate students residing in the University hostels during the 2024/2025 academic session. Out of this population one hundred and fifty (150) sample was selected from the total population using randomly sampling technique and purposive sampling. The instrument used to collect data for the study was fifteen items self-structured questionnaire. The instrument for the data collection was personally administered by the researcher to the respondents. The researcher explained to the respondents how to indicate their views on each item. On the basis of the findings made in the study, it can be concluded that while students exhibit a moderate level of knowledge about the dangers of self-medication, this knowledge is not sufficiently deep or widespread to effectively curb the practice. The researcher recommends that university authorities should intensify health education programmes, including seminars and orientation talks, to deepen students’ understanding of the risks associated with self-medication. Also, the researcher recommends that efforts should be made to provide accessible and affordable healthcare services within the halls of residence, thereby reducing the economic motivation to self-medicate. Finally, university management should enforce existing policies or develop new ones that discourage self-medication, accompanied by visible sanctions and continuous awareness campaigns.

This study assessed the knowledge, attitude, and perception (KAP) of dry eye disease (DED) among students of the University of Benin. A descriptive, questionnaire-based cross-sectional survey was conducted among 712 eligible undergraduates aged 17 – 30 years. Data were collected through a self-administered instrument adapted from a previously validated KAP questionnaire distributed both online and in person. Information gathered included demographics, ocular history, self-reported symptoms, and awareness, attitudes, and perceptions related to DED. Descriptive statistics summarized participant characteristics, while bivariate analyses examined associations between KAP domains and biodemographic variables. Commonly reported symptoms included light sensitivity (42.3%), blurry vision (28.7%), and eye fatigue (22.8%), whereas 26.8% reported none. Although 61.7% of respondents demonstrated good knowledge of DED, attitudes and practices were only moderately positive (54.4%), and perception levels were relatively weak (45.9%). Faculty of study showed a significant association with knowledge (p = 0.007), but no demographic factor was significantly linked to attitude or perception. These findings reveal a disconnect between awareness and behavioral practice, as many students experiencing symptoms lacked consistent preventive habits or concern regarding disease seriousness. Overall, University of Benin students exhibited satisfactory knowledge and moderately positive attitudes toward DED but suboptimal perception of personal risk. This underscores the need for strengthened health education and behavioral interventions aimed at enhancing awareness, perception, and regular preventive practices such as the use of lubricating drops, scheduled screen breaks, and protective eyewear. The observed trend aligns with similar KAP studies (Al-Mohaimeed et al., 2019; Al-Rajhi et al., 2021).

This study investigated the Impact of New Media (X) on News Consumption among University Students. A sample size of 276 Full-time Mass Communication students (2024/2025 academic session) in University of Benin were used as the scope of this study, focusing on their engagement patterns, motivations and influencing factors. The study was anchored on Democratic Participant Media Theory and Uses and Gratification. The findings revealed a high level of engagement, with entertainment and news consumption emerging as primary motivations. Speedy reporting, credibility and accuracy were identified as key factors influencing news consumption. However, the prevalence of fake news posed a significant concern, highlighting the need for critical thinking skills and media literacy among university students. The findings equally emphasised the significance of new media platforms giving credibility, accuracy and engagement top priority, and the need for educators and legislators to encourage media literacy and critical thinking abilities. The study shed light on how the media landscape is changing and how this affects college students' consumption and distribution of news. In light of the findings, it was recommended that news organisations should put credibility and timely reporting first, and new media platforms should include elements that encourage media literacy and critical thinking, like fact-checking tools and critical commentary. Teachers and legislators were also urged to support students' development of media literacy and critical thinking abilities.

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 the knowledge 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 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.