JUDE AKABA

This study examined the usage of artificial intelligence (AI) tools in research work
among final-year students in the Faculty of Social Sciences at the University of Benin. The research was motivated by the growing integration of AI into higher education globally and the limited context-specific evidence from Nigerian universities. The study adopted both explanatory and exploratory research designs. A sample of 120 respondents was drawn from a population of 568 final-year students across six departments using stratified random sampling. Data were collected through a semi- structured questionnaire consisting of four sections: demographic information, prevalence of AI usage, reasons for reliance, and perceived impacts on critical thinking and originality. Descriptive statistics, including frequencies and percentages, were employed in analyzing the data. The findings revealed that a majority of students had adopted AI tools such as ChatGPT, Grammarly, and QuillBot for their academic activities. Most respondents reported daily or weekly usage, with motivations including saving time, improving grammar, generating ideas, and simplifying complex concepts. While many students perceived AI tools as supportive of critical thinking, concerns were expressed about reduced originality, overreliance, and potential threats to academic independence. Thematic analysis further highlighted common applications in literature review, assignments, and clarification of difficult concepts. The study concluded that AI tools are now an integral part of academic practices among final-year students, providing efficiency and support but also raising important ethical and pedagogical concerns. It recommends that students use AI as a supplementary aid rather than a substitute for independent reasoning, that lecturers 13 provide guidance on responsible usage, and that the University of Benin introduce formal policies to regulate AI adoption. Policymakers are also encouraged to develop national frameworks to promote innovation while safeguarding academic integrity

This study examined the usage of artificial intelligence (AI) tools in research work among final-year students in the Faculty of Social Sciences at the University of Benin. The research was motivated by the growing integration of AI into higher education globally and the limited context-specific evidence from Nigerian universities. The study adopted both explanatory and exploratory research designs. A sample of 120 respondents was drawn from a population of 568 final-year students across six departments using stratified random sampling. Data were collected through a semi- structured questionnaire consisting of four sections: demographic information, prevalence of AI usage, reasons for reliance, and perceived impacts on critical thinking and originality. Descriptive statistics, including frequencies and percentages, were employed in analyzing the data. The findings revealed that a majority of students had adopted AI tools such as ChatGPT, Grammarly, and QuillBot for their academic activities. Most respondents reported daily or weekly usage, with motivations including saving time, improving grammar, generating ideas, and simplifying complex concepts. While many students perceived AI tools as supportive of critical thinking, concerns were expressed about reduced originality, overreliance, and potential threats to academic independence. Thematic analysis further highlighted common applications in literature review, assignments, and clarification of difficult concepts. The study concluded that AI tools are now an integral part of academic practices among final-year students, providing efficiency and support but also raising important ethical and pedagogical concerns. It recommends that students use AI as a supplementary aid rather than a substitute for independent reasoning, that lecturers provide guidance on responsible usage, and that the University of Benin introduce formal policies to regulate AI adoption. Policymakers are also encouraged to develop national frameworks to promote innovation while safeguarding academic integrity.

Following the global financial collapse more than a decade ago, of both public and commercial
sectors implemented external and internal changes to make certain that it did not happen again. It
is unclear whether these measures were successful. Nevertheless, there were some commonmessages with regard to socio-cultural factors that many companies integrated into their ethicsand compliance programs in light of the 2008 collapse (Sandford &Darcy, 2018). Organisational values, a set of defined ideals, stresses the organization's dedicationtocompliance with laws and regulations honesty, and corporate ethics, among other things. Toincrease performance, all businesses require efficient administration and the use of all availableresources. Globalization and the ongoing social, political and economic upheaval requirethecorporate sector to experiment by searching for innovation in the organization andworkmanagement, with the objective of attaining greater productivity, profitability and improvingcompetitiveness (Jurado-Caraballo & Rodríguez-Fernande, 2021)

This study examined the relationship between stress and academic performance among final-year students in the Faculty of Social Sciences, University of Benin. Stress, as a response to academic, financial, and personal pressures, often exceeds students’ coping capacities and affects their academic outcomes. The research aimed to assess the effect of stress on performance, identify its major causes, and examine coping mechanisms among students. Guided by Lazarus and Folkman’s Transactional Model of Stress and Coping (1984), the study employed an explanatory design. Data were collected through structured questionnaires administered to 150 students selected via stratified random sampling across six departments and analyzed using simple percentages and frequency distributions. Findings revealed that most students frequently experience academic-related stress, which intensifies during their final year. The major sources of stress were financial difficulties, examinations, and project work. The study further discovered that stress negatively affects students’ concentration, motivation, and overall academic performance, often leading to physical and emotional exhaustion. Many students reported experiencing burnout and health-related issues resulting from prolonged academic pressure. Sleeping and talking to friends or family were the most common coping strategies, while only a few students sought professional help, indicating inadequate use of institutional support systems The study recommended establishing stronger mental health services, reducing academic workloads, and improving communication between students and faculty. It concludes that unmanaged academic stress has a significant adverse effect on students’ performance and well-being, emphasizing the need for proactive institutional interventions to promote healthier coping mechanisms and academic success

This study examines the influence of social media on the academic performance of students in the Faculty of Social Sciences, University of Benin, Benin City. It seeks to identify both the positive and negative effects of social media usage, determine the most commonly used platforms among students, and propose strategies for responsible and effective use. The research adopted a descriptive survey design, and data were collected from 100 respondents across six departments through the use of structured questionnaires. Findings revealed that social media plays a dual role in students’ academic lives. On the positive side, it enhances learning through easy access to study materials, improved communication, and better collaboration among students. However, excessive use for entertainment and social interaction often leads to distraction, poor
study habits, and reduced concentration. WhatsApp was identified as the most frequently used platform among the respondents. The study concludes that social media can either support or hinder students’ academic performance, depending on how it is utilised. It therefore recommends effective time management, self-discipline, and a more purposeful use of social media for academic advancement.