DYNAMICS

This study examines the reign of Oba Akenzua II of the Benin Kingdom from 1933 to 1978, analyzing the complex dynamics of power, conflict, and governance during a transformative era in Nigerian history. The forty-five-year reign of Oba Akenzua II spanned critical historical epochs, including British colonial rule, the nationalist struggle for independence, and the turbulent post-independence military and civilian regimes. Utilizing a qualitative historical research methodology, this study relies on a triangulation of primary sources—including colonial administrative records, national archives, contemporary newspaper accounts, and oral testimonies—alongside secondary historical literature. The findings reveal that Oba Akenzua II’s tenure was marked by a continuous negotiation of authority between traditional monarchy and evolving modern state structures. The study critically analyzes key conflicts that defined his reign, most notably the fiscal and political crisis involving the Benin Taxpayers’ Association (BTA) in the 1930s and 1940s, which challenged the financial autonomy of the palace. Furthermore, the analysis highlights the Oba’s strategic navigation of the Native Authority system, his pivotal role in the creation of the Mid-Western Region in 1963, and his adaptability in preserving the cultural sanctity and political relevance of the Benin monarchy amid Western secularization and partisan politics. Ultimately, this study demonstrates that governance under Oba Akenzua II was not a passive survival of an ancient institution, but an active, dynamic recalibration of traditional power that successfully insulated the Benin stool from total political obsolescence in modern Nigeria.

his study investigates the effects of gender dynamics and sexual harassment on students at the University of Benin, with a specific focus on the impact these issues have on academic performance. Gender-related challenges, including sexual harassment, continue to affect university students, influencing their overall educational experiences. A questionnaire-based survey was conducted with 100 students to explore the relationship between gender dynamics, sexual harassment, and academic outcomes. The findings reveal a significant negative correlation, with students who experience sexual harassment or encounter gender Based discrimination showing lower academic performance compared to their peers. The study identifies stress, fear of retaliation, and lack of institutional support as major contributors to the detrimental effects of these issues. Based on the findings, the research recommends the establishment of robust counseling services, awareness programs, and stronger institutional policies to address gender-based violence and harassment. This research highlights the need for comprehensive interventions to ensure a safe and supportive learning environment for all students.

The oil palm industry generates large quantities of solid waste, particularly Empty Fruit Bunches
(EFB), which are often discarded despite their potential value as organic soil material. This study examined the effects of EFB on bacterial communities in oil palm rhizosphere soils collected from the Nigerian Institute for Oil Palm Research (NIFOR) in Edo State, Nigeria. Laboratory analyses were conducted to determine how different EFB application rates influenced soil properties and bacterial population structures. The results showed that moderate EFB application at 50kg to 100kg improved key soil parameters such as pH, organic carbon, and nutrient content. Although bacterial counts slightly decreased with EFB addition, beneficial species such as Bacillus subtilis and Enterobacter aerogenes were more prominent, exhibiting plant growth- promoting traits like nitrogen fixation and phosphate solubilization. However, the presence of Escherichia coli and Staphylococcus aureus indicated potential biosafety concerns. In conclusion, EFB enhances soil fertility and supports beneficial microbes, when applied in moderate rates (50kg- 100kg)

This study investigated the grammatical errors made by senior secondary school students and the causes, consequences and remedial strategies for those errors in Egor Local Government Area. Using a descriptive survey design, data were collected through
structured questionnaires administered to 100 students and 10 English Language teachers. Responses were analysed using frequency counts, percentages and mean scores. Findings showed that the most frequent errors in students’ written English were tense misuse, subject–verb disagreement, wrong or missing articles, pronoun errors, inappropriate preposition usage and faulty sentence structure. Teachers and students attributed these errors largely to mother-tongue interference, poor reading culture, inadequate grammar instruction (including rote methods), insufficient writing practice and large class sizes. The study further found that unchecked grammatical errors reduce clarity and coherence in writing, lower academic performance across subjects that require written work, and undermine learners’ confidence in communication. Both groups recommended practical, communicative grammar teaching, regular corrective feedback, increased writing and reading practice, remedial classes and peer review
activities. The study concludes that improving grammatical competence requires pedagogical shifts toward interactive, practice-based instruction and strengthened school support systems