Vol. 1, No. 1 (2026)

Grooming behaviour is a reliable indicator of central nervous system (CNS) functioning frequently used to assess behavioural and neurochemical responses to psychoactive substances. This study examined the separate and combined effects of energy drinks and alcohol on grooming behaviour in male Albino Wistar rats. Using a randomized experimental design, twenty-eight rats were assigned to four groups (n = 7): energy drink, alcohol, combined energy drink and alcohol, and control. Treatments were administered orally once daily for 28 consecutive days. Upper- and lower-body grooming behaviours were recorded daily and systematically quantified. Data were analyzed using descriptive statistics, one-way ANOVA, repeated-measures ANOVA, two-way mixed ANOVA, and Least Significant Difference (LSD) post hoc tests. Descriptive analyses showed that control animals displayed the highest grooming frequencies, whereas rats exposed to the combined treatment exhibited the lowest grooming activity. Although one-way ANOVA revealed no significant overall group differences (p > .05), LSD post hoc comparisons indicated significant reductions in lower-body and mean grooming in the combined group relative to controls (p < .05). Repeated-measures analysis demonstrated a significant main effect of time and a significant Group × Day interaction (p < .001), indicating treatment-dependent variations in grooming patterns across the exposure period. A significant main effect of grooming type was also observed, with upper-body grooming occurring more frequently than lower-body grooming. These findings suggest that chronic co-administration of alcohol and energy drinks disrupts grooming behaviour with suggestions for further neurochemical research and public awareness.

In this study, the researchers investigated TETFund intervention on human resources as correlate of infrastructural development in tertiary institution in Imo State. Two research questions and two hypotheses were formulated and tested using simple linear approach at 0.05 level of significance. The design adopted was correlation research design. The population consist of three thousand three hundred and sixty-four (3,364) lecturers from the seven state and Federal owned tertiary institutions in Imo State, the sample was three hundred and thirty-six (336) lecturers which is 10% of the population drawn through cluster and proportionate random sampling techniques. The instruments are two rating scales titled “Tertiary Education Trust Fund Scale (TETFS) and Infrastructural Development Scale (IDS). The instruments were validated by two Measurement and Evaluation experts and reliability established to be 0.76 and 0.74 for TETFS and IDS respectively using crombach alpha statistics. Pearson product moment correlation coefficient (Pearson r) statistics was used to test the hypotheses at 0.05 level of significance. Findings showed that both provision of research/publication and academic staff training have moderate, positive and significance relationship with infrastructural development in tertiary institutions in Imo State. It was recommended among others that government should continue to encourage and support research activities, staff training and infrastructural development through TETFund intervention.

This study investigated effects of reality and rational emotive behaviour therapies in improving regular school attendance behaviour among truants' secondary school students in Ajegunle, Lagos State, while considering the moderating effect of age and gender. The study adopted a pre-test, post-test control group quasi experimental design with 3x2x2 factorial matrix. The design is made of three rows representing the two treatment techniques, reality therapy and rational emotive behaviour therapy and the Control Group (non-treatment group). The two treatment groups were exposed to eight-weeks training in Emotional Intelligence and Cognitive Restructuring Training, while participants in the control group received no training. The sample for the study comprised of sixty secondary school students (male and female) who are truants and have consistently absented from school 15 times in each term (first and second term) without permission as recorded in their school attendance register. Participants were purposively selected based on their absenting record for two terms. One validated instrument: Regular School Attendance. Questionnaire (a= 0.82) was used. Three hypotheses were tested at 0.05 level of significance. Data was analysed using Analysis of Covariance. There was significant main effect of treatment in the pre-post school attendance behaviour scores among secondary school truants' students in the experimental and control groups (F (3,56) = 5.538, P < .05). Also, there was significant moderating main effect of age in the pre-post regular school attendance behaviour scores among secondary school truants' students between older and younger students (F (2,57) = 8.923, P < .05). Likewise, there was significant moderating main effect of gender in the pre-post regular school attendance behaviour scores of truants' secondary school students (F (2,57) = 2.244, P < .05). School counselling psychologists could adopt the two interventions to manage challenges of truancy among secondary school students.

This study was carried out to determine the effects of cognitive restructuring therapy (CRT) and survey, question, read, recite, review (SQ3R) study strategy on academic procrastination among secondary school students in Gombe State, Nigeria. A pre-test post-test non-equivalent no control group design was adopted for the study. To guide the study, three research questions were answered, and three hypotheses were tested at 0.05 level of significant. Population of the study was 24,478 secondary school students in the 142 public coeducation schools in Gombe State, and the sample for the study was 134 students in the public co-education schools in Gombe State, drawn using the purposive sampling technique. There were two experimental groups. The experimental group 1was exposed to cognitive restructuring therapy on academic procrastination, while the experimental group 2 was exposed to SQ3R study strategy on academic procrastination. The study made use of three research instruments – a 25-item academic procrastination scale (APS), and two experimental packages. The APS was validated by five experts. The test of stability of APS was ensured using test-retest method on twenty students at an interval of two weeks. The Pearson Product Moment Correlation was used to ensure the reliability of APS at 0.05 level of significant. APS yielded a reliability index of 0.72. Cronbach Alpha was also used to test the internal consistency of APS and the coefficients of internal consistency 0.84. All the experimental groups were exposed to pre-test and then after the administration of the various treatments, were exposed to post-test. The data obtained were analyzed using Mean and Standard Deviation for answering research questions and Analysis of Covariance for testing hypotheses at 0.05 level of significance. Major findings of the study revealed that CRT and SQ3R study strategy had significant effects on academic procrastination levels of secondary school students in Gombe State; and that gender was a factor of significant difference in academic procrastination in favour of male. It was concluded that academic procrastination is effectively managed using CRT and SQ3R study strategy among secondary school students. The study recommended among others that CRT and SQ3R study strategy should be used by school counsellors/psychologists, teachers and other Education stakeholders in managing academic procrastination among secondary school students.

This study explored the impact of peer influence as a social mechanism for fostering positive behaviour against bullying tendencies among students in Upper Basic Education, Delta state. Two research questions were answered and two hypotheses tested. The study employed ex post facto, descriptive and correlational research. 40,204 students in Upper Basic II Education in Delta State constitute the population of the study. 380 students were sampled for the study. Two instruments were used for data collection titled: Peer Influence Scale and Bullying Behaviour Scale. The collected data were analyzed with descriptive statistics (Mean and Standard Deviation), Multiple Correlation and Multiple Regression Statistics. The study revealed that on the basis of components of peer influence, yielding to Peer Pressure significantly increase bullying among the students while resistant to peer pressure and peer encouragement can mitigate bullying behaviour problem. The findings also show a significant difference in bullying tendencies between male and female students, with female students exhibiting higher bullying behaviours compared to their male counterparts. The study concludes that resistant to peer pressure and peer encouragement can mitigate bullying behaviour problem. The study advocate for development of social resistance skills, since encouraging young adolescents to build resistance to negative peer pressure is essential for their personal and social development. Programmes that enhance decision-making, assertiveness, and self-confidence will equip young people to make independent and positive choices.

Juvenile delinquency among adolescents remains a growing concern within secondary schools in Nigeria, particularly in urban centers such as Benin Metropolis, Edo State. This study examined the efficacy of rehearsal therapy and cognitive therapy in the management of juvenile delinquent behaviours among senior secondary school adolescents. The study used quasi experimental research design. The targeted population of the study consisted of Eighteen thousand, and twelve (18,012) public mixed Senior Secondary School Adolescents in Benin Metropolis. A sample size of one hundred and thirty-three (133) adolescents were selected from the population through multi-stage sampling technique. An instrument titled "Juvenile Delinquency Assessment Scale (JDAS)" was used. The validity of the instrument was established by three test experts, two from Counselling Psychology, and one from Measurement and Evaluation, in the Department of Educational Evaluation and Counselling Psychology. A Reliability coefficient value of 791 was obtained using Cronbach's alpha statistics. The data collected were analyzed using paired sample t-test statistics, one way analysis of variance Two-way ANOVA, including Post Hoc multiple comparison. The study revealed that there were significant differences in the Pre-test and Post-test mean scores in the management of juvenile delinquency of Senior Secondary School adolescents, when exposed to CBT, RT and Control group at post-test. This shows that the two treatment packages, Cognitive Behavioural Therapy and Rehearsal Therapy that were used in modifying juvenile delinquency, were effective. It was recommended that Counsellors, and Psychologists should make use of Cognitive behavioural therapy and Rehearsal therapy in assisting students and clients who exhibit acts of juvenile delinquency.

This study investigated the influence of continuous assessment on teaching and learning process in secondary schools in Imo State, Nigeria. To achieve the aims of the study, two research questions were asked and two corresponding hypotheses were formulated and tested at 0.05 level of significance. The study adopted the correlation research design. The population of the study is 94,963 students in 296 public senior secondary schools in Imo State. A sample of 398 students was drawn from 15 selected schools through Taro Yamane using simple random sampling technique. Two researcher-made rating scales titled “Continuous Assessment Scale (CAS)” and “Teaching and Learning Process Scale (TLPS)” were used as instruments for data collection. These instruments were validated by three research specialists. Reliability coefficients of 0.81 for CAS and 0.85 for TLPS were obtained using Cronbach Alpha statistics. Research questions were answered using Pearson Product Moment Correlation Coefficient (PPMCC) while the hypotheses were tested using t-test of the significance of Pearson “r”. The results revealed that continuous assessment has a high, positive and significant coefficient of relationship with students’ learning outcomes and attitude in public senior secondary schools in Imo State. It was concluded that continuous assessment as a crucial tool for enhancing student learning outcomes and attitudes provides regular feedback that informs instruction and motivates students to learn. Based on these results, it was recommended among others that teachers should prioritize regular, well-designed continuous assessments in order to provide actionable feedback to students and inform teaching practices, helping to boost learning outcomes.

The study investigated academic self-efficacy and academic performance of secondary school students in Owerri Municipal: Predictive role of domestic violence. The study adopted descriptive survey research design of quantitative nature. A population of 85 secondary school students that have experienced domestic violence and have received guidance counselling support service from their school counsellors were purposively selected for this study from ten randomly selected secondary schools in Owerri Municipal of Imo State Nigeria. Two research hypotheses were tested and three standardized instruments were used for data collection. Pearson Product Moment Correlation statistical tool was used to analyse collected data at 0.05 level of significance. Result revealed that domestic violence has negative predictive impact on secondary school students’ self-efficacy, r (85) = .-027, p>.05. and academic performance, r (85) =.-031, p>.05 of students that were victims of domestic violence. Therefore, it was recommended that parents should be made to know through parent-teachers-association meetings of the fact that domestic violence negatively affects students’ self-efficacy and their academic performance. Therefore, parents should avoid the occurrence of incidence of domestic violence.

Adolescent pregnancy out of wedlock is often accompanied by unimaginable crisis with negative implication on the well-being of pregnant adolescents. This study adopted a descriptive survey research design to investigate peer influence, self-esteem and attitude to life as predictors of adolescent pregnancy in Owerri Municipal Imo State Nigeria. Purposive random sampling technique was used to select one hundred pre-marital pregnant adolescents attending antenatal clinic from ten community maternity centres in Owerri Municipal Imo state, Nigeria. A researcher’s made questionnaire was used and three research questions were answered at 0.05 level of significance. Data were analysed using Multiple Regression statistical tool. There was significant relationship between the independent variables and the dependent variable. Also, the independent variables accounted for 66.4% of the total variance on the prediction of pre-marital adolescent pregnancy. In order of magnitude, of the contribution: peer influence contributed most to the prediction of pre-marital adolescent pregnancy (β = 0. 594, t = 9.805, P < 0.05) followed by attitude to life (β = 0. 462, t = 7.243, P < 0.05) and self-esteem (β = 0. 188, t = 4.161, P < 0.05) to adolescent pre-marital pregnancy. Therefore, counselling programmes should be put in place and used as a measure to guide and lead adolescents to the path of self-discovery.

The study investigated the impact of Social Media tools, Instagram and Twitter(X) on the Academic attentiveness of trainee Counsellors in Alvan Ikoku Federal University of Education Owerri, Imo State Nigeria. A descriptive survey research design was adopted for the study. The population of the study comprised of all fifty-three (53) undergraduate students of Guidance and Counselling department. Two research questions were formulated and tested at 0.05 level of Significance. A researcher made and validated instrument name Social Media tools and Academic Attentiveness Scale (SMTAAS) with liability coefficient of 0.82 established through Cronbach Alpha was employed to generate data for the study. The data generated was analysed using mean and standard deviation statistics. The findings show that to a high extent the respondents accepted that social media tools; Instagram and X(Twitter) impact their academic attentiveness negatively. It is recommended that workshops on self- regulation and focus skills training be organised for trainee Counsellors, students should be guided to disable their phone notifications during lectures, social media literacy should be incorporated in the University curriculum among other recommendations.

This study examined strategies for addressing the challenges of integrating Artificial Intelligence (AI) in educational assessment in Imo State, Nigeria. The study adopted a descriptive survey design, targeting 1,200 lecturers, ICT coordinators, examination officers, and selected secondary school administrators in Imo State. A sample of 240 respondents was selected through purposive and stratified random sampling. Data were collected via a structured questionnaire administered electronically using Google Forms, and reliability was established with a Cronbach’s alpha of 0.84. Data analysis employed mean and standard deviation to determine the extent of challenges and the effectiveness of proposed strategies. Findings revealed that respondents agreed technical, ethical, and pedagogical challenges significantly hinder AI integration, with major issues including infrastructure deficiencies, limited training, and ethical concerns. They also agreed that strategic measures; such as stable infrastructure, teacher training, national AI policy development, data protection frameworks, human moderation, continuous monitoring, stakeholder sensitization, and expert collaboration, can effectively address these challenges. The study concluded that deliberate implementation of these strategies is essential to maximize AI’s potential in educational assessment.

Children over the world at one time or the other do exhibit some levels of delinquent behaviour, and these behaviours have most times become detrimental to their psychological wellbeing and academic exploits. In view of this context, this study investigated Juvenile delinquencies: Predictive impact of punishment on secondary school students’ behavioural dispositions in Lagos State. The study adopted a descriptive survey design, with the application of mixed method approach (questionnaires and a few structured open-ended questions) for data collection from a sampled population of 500 participants (Teachers-100 with 56 male and 44 females, and students-400, with165 males and 235 females). Six research questions were answered and one hypothesis tested. Collected data were analysed with the 24th version of the SPSS, and the open-ended questions were analysed narratively. Findings of the study revealed that: Verbal warning and extra academic assignments were the most frequently used disciplinary measures. Majority of teachers agreed that punishment is necessary to maintain discipline and reduce delinquent behaviour among students. This study further established that truancy was the most prevalent form of delinquency among public secondary school students, hence, significant. Also, it was found that punishment has positive influence students’ behavioural dispositions. Likewise, punishment has significant relationship with juvenile delinquency of students in public secondary schools in Lagos State. Therefore, it was recommended that schools should regularly assess the effectiveness of punishment and other disciplinary strategies in reducing juvenile delinquency. Data from these assessments can guide improvements in school discipline policies.

This study examined the role of parental involvement in shaping self-efficacy of Nigerian Universities students for academic sustainability. The declining academic sustainability of Nigerian Universities students has raised concerns about the factors influencing their self-efficacy. The study was necessitated by the need to identify strategies to enhance students' self-efficacy and academic sustainability in Nigerian Universities. The purpose of the study is to examine the role of parental involvement in shaping self-efficacy of Nigerian Universities students for academic sustainability. The research discussed issues such as the concept of self-efficacy, parental involvement, and academic sustainability. The researchers employed analytical method to explain the issues raised in the research. The findings of the study revealed that parental involvement plays a significant role in shaping self-efficacy of Nigerian Universities students for academic sustainability and that students whose parents are involved in their academic activities tend to have higher self-efficacy and academic sustainability. Based on the findings, the researchers recommended that parents should be encouraged to be more involved in their children's academic activities to enhance their self-efficacy and academic sustainability.

The rapid advancement of Artificial Intelligence (AI) is transforming healthcare and mental health service delivery globally. This study examined the opportunities and challenges associated with the integration of AI in psychological counselling practice among trained qualified counsellors in Lagos State, Nigeria. A descriptive survey research design was adopted. The sample comprised 50 practicing counseling psychologist selected through purposive sampling. Data were collected using a structured questionnaire titled Artificial Intelligence in Psychological Counselling Practice Questionnaire (AIPCPQ). Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation, ANOVA, and multiple regression analysis were used to test the hypotheses at 0.05 level of significance. Findings revealed that counsellors demonstrated moderate to high awareness of AI applications and perceived significant opportunities, particularly in improving access to services, enhancing documentation, and supporting early detection of psychological challenges.However, substantial ethical concerns were identified, including confidentiality risks, lack of human empathy, algorithmic bias, and absence of regulatory frameworks. Awareness significantly influenced willingness to adopt AI tools, while ethical concerns negatively predicted adoption intention. The study concludes that AI holds promising potential for psychological counselling practice, but its integration must be guided by ethical safeguards, professional standards, and contextual sensitivity. Recommendations include professional training, development of ethical guidelines, strengthened data protection measures, and further research across wider populations.

The study investigated depression, emotional intelligence domains (self-awareness, relationship management, self-management and social awareness) self-esteem, and drug use as predictors of suicide ideation (S.I.) among students in federal universities in Owerri, Imo State. A sample of students identified as suicide ideators were drawn from selected departments in the schools using multistage simple random sampling and non-proportionate sampling technique. The study adopted the correlational research design. Six research questions and six corresponding hypotheses guided the study. Beck Depression Inventory (BDI-2), Emotional Intelligence Questionnaire (EIQ) Drug Use Scale (DUS), Rosenberg Self-Esteem Scale (RES) and Suicide Ideation Scale (SIS) were used as instruments for data collection. Validity of the instruments was done by experts’ opinion while reliability index of 0.76, 0.67, 0.82, 0.82, 0.77, 0.95, 0.78, 0.81 were realized for depression, emotional intelligence domains, drug use, self-esteem and suicide ideation respectively using Cronbach Alpha method. Multiple as well as simple linear regression were used to analyze the data generated. Specifically, the associated ANOVA were used to test the tenability of the null hypotheses at 0.05 alpha level. Findings were that self-esteem independently does significantly predict suicide ideation. Drug use and depression independently do significantly predict students suicide ideation. Emotional intelligence domain of self-management does not significantly predict suicide ideation, whereas the domains of self-awareness, relationship management, and social awareness, independently, do significantly predict students suicide ideation among students in federal universities in Owerri, Imo State. Jointly, the domains of emotional intelligence had a prediction of suicide ideation. Drug use independently predicted suicide ideation among the students and also when taken jointly with emotional intelligence and others. Based on these, recommendations were that factors that cause depression among the students should be properly addressed. All factors that engender drug use among the students should be proscribed, and there should be an avoidance of conditions that subject the students to difficulties capable of resulting in low self-esteem and invariably depression and drug use. Other recommendations made included that disruption in academic calendar, and unconducive learning environments, should be taken care of. The use of drugs by the students should be looked into by carrying out more awareness campaigns on the effect of drug use as well as encouraging the positioning of counselors strategically in a way that the students can easily get correct counsels in any given pressing situation they encounter

This study investigated youth culture as correlate of social values of undergraduates in South-East, Nigeria. The study adopted a correlational survey design. The population of the study comprised 18, 200 male and female undergraduates of public and private universities in South-East, Nigeria. Multi-stage sampling techniques were adopted to select a sample of 910 respondents for the study. The study was guided by 2 research questions and 2 null hypotheses. Two instruments: Youth Culture Scale (YCS), and Social Values Questionnaire (SVQ), were used for data collection. The instruments were validated by five experts. Data were analyzed using Regression Coefficient and PROCESS MACRO t-test through SPSS version 25.0. Hypothesis one was tested using Regression ANOVA while hypothesis two was tested using PROCESS MACRO t-test at 0.05 level of significance. Findings revealed that: there was a significant relationship between youth culture and social values of undergraduate students; the moderating influence of gender on the correlation between youth culture and social values of undergraduate students was not significant. Based on the findings, it was recommended that: academic planners and lecturers should help in organizing yearly orientation programmes for the students in order to sensitize and enlighten them on the risks associated with negative youth practices; and the need to always imbibe positive attitudes within and outside the school environment; lecturers should focus more on the students’ behaviours and attitudes in and outside the campus; rather than relying only on the course contents. Policy makers, stakeholders and curriculum planners should design and implement programmes that would help students to recognize, appreciate and show regards for social values.

The study investigated Impact of language laboratory and instructional materials on students’ academic achievement in English language in Imo State: Moderating impact of mother tongue. The researchers posed two research questions and formulated two null hypotheses. The design of the study was quasi experimental design. The population of the study was 4033 senior secondary school students whereas the sample size of the study was 120 SS2 students. Two adopted instruments were used in data collection namely: 40 multiple objective tests extracted from a teacher made test assessment in Igbo Language which served as the pre-test scores (TMGT). The second instrument was another 40 multiple objective tests extracted from WASC (2022) senior secondary school certificate examination. The validity of the two instruments was determined by three specialists from the Faculty of Education, Alvan Ikoku Federal University of Education, Owerri Imo State. The reliability of the second instruments was determined over time being adopted instrument from West African examination Council. The teacher made test scores for the pre-test has a reliability coefficient of 0.73. The findings of the research study were that: students in the treatment group who scored higher in Igbo Language assessment test also performed excellently well in English Language achievement test. The participants in control group with low scores in Igbo Language at pretest performed poorly in English Language achievement test. Based on the findings, the researchers recommended that government should make Igbo Language compulsory in senior and junior secondary schools in Nigeria.

The study examined the potentials of emerging contemporary technologies in teaching and learning of Basic Science. Basic science is very germane because it is universally accepted as core subject needed in lower basic education. The study adopted a descriptive survey design. The population consists of all one hundred and fifty students’ Basic science students from the department of Integrated science in Alvan Ikoku Federal University of Education. The population is made of all 2019/2020 Education/ Integrated Science from 100 to 400 levels. Four research questions guided the study. A self-developed questionnaire tagged Potentials of Emerging Contemporary Technological tools in Basic Science Teaching and Learning (PCETBSTL). The instrument used for study which had a reliability coefficient of 0.82 was considered adequate for measuring the variables in the study. Data collected were analyzed with mean scores. The results show that majority of the respondents agrees that the integration of emerging technologies in teaching and learning process brings inspiration and modernization to education, enhances inclusiveness, and promotes the achievement of teaching and learning objectives. More so, the results showed that the potentials of emerging contemporary technologies are often associated with a lot of setbacks such as unsteady electricity, insufficient professional skills, lack of good funding, lack of technological tools as well as bad interference of internet connectivity. The paper suggests that teachers of science should embark upon professional development as per enhancing their skill and updating the new knowledge of emerging contemporary technologies.

This study Assessed the Effectiveness of Rational Emotive Behaviour Therapy in enhancing school attendance behaviour of truants from divorced parental background in Lagos State. The study adopted a 2x2 factorial matrix pretest-posttest; control group quasi-experimental design. Purposive sampling technique was used to select 90 (ninety) male and female secondary school truants from divorced parental background in Lagos State who have consistently absented from school twenty days each in first and second term school sessions without permission from six randomly selected public secondary schools in Lagos State, Nigeria. The participants were randomly assigned to treatment and control groups. The treatment group was exposed to eight-weeks Rational Emotive Behaviour Therapy training, while participants in the control group received no training. One validated instrument: Students’ School Attendant Behaviour Questionnaire (α= 0.82), was used for data collection. Two hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). There was significant main effect of treatment in the pretest/post-test school attendance behaviour scores of secondary school truants from divorced parental background in the experimental and control groups (F (2,87) = 42.583, p < .05). Also, gender has significant moderating effect on school attendance behaviour pre-post scores of truants from divorced parental background between male and female students from divorced parental background (F (2,87) = 11.95 (P < .05). Therefore, the null hypothesis is rejected. The MCA result showed that the mean score for the male truant students is ( = 22.39) while that of the female is ( = 22.69). This shows that female students exhibited less truant behaviour and positively improve in attending school than male students after treatment. Therefore, School authorities should often give students orientation on the need to always seek counselling support services from their school counsellors to support their positive adjustment to teaching and learning experience in school.

This study investigated the predictive validation on utilization of AI-Awareness Scale in Educational Assessment (AI-ASiEA) among lecturers in South-Eastern Nigeria using classical modelling. Three research questions and two null hypotheses guided the study’s investigation of the internal consistency of the scale, differences in the perceived AI-supported learning and perceived learning outcomes, and the predictive relationship between AI awareness and these outcomes. A correlational research design was adopted, with a population of lecturers across five states and a sample of 300 selected through convenience sampling. Data were analyzed using Cronbach’s alpha, mean, standard deviation, Pearson correlation, and multiple regression. Findings revealed that the AI-ASiEA demonstrated acceptable internal consistency and that lecturers showed moderate awareness of AI assessment tools such as Gradescope and Turnitin. The results further revealed a strong positive predictive relationship between AI awareness in educational assessment and perceived AI-supported learning, and a moderate significant relationship with perceived learning outcomes. This led to the rejection of both null hypotheses. The study concludes that AI awareness is a significant predictor of lecturers’ perceptions of AI-driven learning effectiveness. Among all recommendations, the universities should implement structured professional development programs to deepen lecturers’ AI literacy in assessment practices.

The expression of bullying behaviour in school is a significant problem because of its alarming prevalence and physical and mental health consequences. Thus, this study investigated peer influence, age and gender as correlates of bullying behaviour among in-school adolescents in Owerri. The study adopted a correlation research design. Simple random sampling technique was used to select four hundred in-school adolescents from ten randomly selected secondary schools in Owerri Municipal. Two instruments used were: the Bullying Prevalence Questionnaire (BPQ) (α= .84) and Peer Pressure Inventory (PPI) (α= .96 & 91.). Three research questions were answered at 0.05 level of significance. Data were analysed using Multiple Regression statistical tool. There was significant relationship between peer influence, age, gender and bullying among in-school adolescents. Also, peer influence, age and gender accounted for 76.1% of the total variance on bullying behaviour among in-school adolescents. In order of magnitude, of their impact: peer influence contributed most to the prediction of bullying behaviour among in-school adolescent (β = 0. 546, t = 10.573, P < 0.05) followed by age (β = 0. 498, t = 9.284, P < 0.05) and gender (β = 0. 187, t = 3.578, P < 0.05) to the prediction of bullying behaviour among in-school adolescent. Therefore, government should endeavour to establish counseling centers in schools to assist in the attainment of functional and capacity development of in-school adolescents and reduce the occurrence of bullying in school.

The sudden shift to online teaching, accelerated by global health crises and technological advancements, has reshaped contemporary education in unprecedented ways. This study examined the effectiveness, challenges, and practical implementation strategies of online teaching within Nigerian universities, drawing comparative insights from global experiences. Using a mixed-methods research design, data were collected from 450 undergraduate students and 120 lecturers across three federal universities in South-East Nigeria. Findings revealed that while online teaching offers flexibility and access to digital resources, its effectiveness is significantly hampered by poor network infrastructure, high data costs, low digital literacy, and student disengagement in the process. Implementation strategies such as blended learning models, institutional investment in learning management systems, and targeted digital skills training were identified as critical pathways forward. The study concludes that for online teaching to be truly effective in contemporary education especially in developing contexts a deliberate, context-sensitive, and equity-focused approach is non-negotiable.

The design of the study is a quasi-experimental design, using a pre-test, post-test control groups. The area of this study was Owerri Educational Zone of Imo State. The population of the study comprised 27680 upper basic two students. Eighty (80) students constituted the sample (40 males and 40 females) Purposive sampling technique was employed in the selection of two co-educational schools from the area while random sampling technique was used to select the two classes, one treatment and the other control. The instrument used for data collection was a Researcher-Made comprehension passage and vocabulary building instrument titled (CPAVB), which was developed from students’ recommended class reading textbook. The instrument was validated by three experts, one from Curriculum Studies, one English Language and one from Measurement and Evaluation, all from Abia State University, Uturu. A test-retest method was carried out to determine the reliability of the instrument (DCPAVB) using the Pearson Product Moment Correlation Statistics. The reliability coefficient obtained was 0.71. Mean and standard deviation were used to answer research questions two (2) – six (6), while Analysis of Covariance (ANCOVA) was used also to test the hypothesis at 0.05 level of significance. The main findings of the study indicate that differences exist between the students taught English Language using picture reading approach and those taught using lecture method in favour of picture reading and that there is no significant difference between the mean achievement scores of male and female students taught English Language using picture reading approach. Based on the findings, the study recommended that: English Language teachers should use picture reading instructional approach in teaching English Language and Government should encourage and motivate English Language teachers by sponsoring and organizing workshops, seminars, conferences and in-service training programmes on the implementation of picture reading method in the classroom etc.

The study investigated the effect of logotherapy technique in managing Mathematics anxiety of junior secondary school students in Owerri Education Zone I of Imo State. To guide the study the researchers asked four research questions and tested four hypotheses. The study adopted quasi-experimental research design, which involves pre-test, pos-test, control treatments non-equivalent design. The study was carried out in Owerri Education Zone 1 of Imo State. The sample size for the study is 44 drawn from a population of 32,763 students in junior secondary school two (JSS2) using a multi-stage stratified cum cluster, purposive and simple random sampling techniques. The instrument for data collection for this study was Abbreviated Mathematics Anxiety Scale (AMAS). The major findings of the study are that the Logotherapy technique had a positive effect on reducing mathematics anxiety among the participating students. Notably, the positive effects of Logotherapy persisted over time, indicating a positive retention effect. The study did not find significant differences in the effectiveness of Logotherapy in reducing mathematics anxiety between male and female students. It was recommended that educational institutions in Nigeria should consider incorporating Logotherapy or similar psychological interventions as part of their support systems to help students manage mathematics anxiety.

The integration of Artificial Intelligence (AI) in secondary school counselling services has sparked interest globally, but its feasibility in Nigeria remains unexplored. This study investigated trainee counsellors' perceptions on the feasibility of using AI in secondary school counselling services in Owerri Municipal Council, Imo State. A descriptive survey design was employed, involving 92 trainee counsellors from Alvan Ikoku Federal University of Education and Imo State University, Owerri. Results showed that trainee counsellors perceived AI as beneficial for enhancing accessibility and providing automated support but had concerns about AI's lack of empathy and inability to handle complex issues. Technical expertise, training, and security influenced acceptance of AI. The study recommends providing technical training and support for trainee counsellors on AI-powered tools and addressing concerns about AI's limitations.

This paper aimed at exploring the “Role of Interactive Digital Simulations in Enhancing Instructional Delivery in Educational Psychology.” The paper also delved into the foundational principles and current instructional challenges within Educational Psychology. A technological approach integrating interactive simulations transforms traditional pedagogy by providing dynamic, experiential, and student-centered methods of instruction. These simulations prove highly effective in teaching Educational Psychology as they allow students to experiment with and observe psychological principles in action. Interactive digital simulations have the capability to be an efficient and beneficial pedagogical method. They can replace conventional, abstract instruction where students are passive recipients with hands-on, scenario-based learning. This allows students to apply theories, observe outcomes, and discuss results with peers and teachers, hence promoting active, experiential, and collaborative learning.

This study assessed the pre-retirement planning of academic staff at Alvan Ikoku Federal University of Education, Owerri. Five research questions and one research hypothesis were formulated and tested at 0.05 level of significance. Literature was reviewed according to the variables of the study. A quantitative descriptive–explanatory survey design was adopted, and data were collected from 361 academic staff using a structured questionnaire. Reliability was assessed using Chronbach’s Alpha with internal consistency ranging from 0.70 to 0.83. Descriptive statistics and multiple regression analysis were employed. Findings revealed that financial planning, housing preparation, investment planning, financial literacy, and institutional support significantly predicted pre-retirement planning, with financial planning exerting the strongest influence. The study concludes that pre-retirement planning among academics is moderate but structurally weak, particularly in investment engagement and institutional support. The study recommends institutionalized pre-retirement programmes and targeted financial literacy interventions to enhance retirement preparedness.

The study investigated cyberbullying and social media addiction among in-school adolescents in Imo State and guided by three research questions and a null hypothesis testing the relationship between the two variables. Adopting a correlational survey research design, the study sampled 600 students from public secondary schools using a multi-stage sampling technique to ensure representative coverage across the three educational zones. Data were collected through a validated and reliable researcher-developed instrument, the Cyberbullying and Social Media Addiction Questionnaire (CSMAQ), and analyzed using mean, standard deviation, and Pearson Product Moment Correlation at 0.05 significance level. The findings revealed that adolescents exhibited high levels of social media addiction, characterized by frequent engagement, restlessness when disconnected, difficulty reducing usage, and habitual checking of platforms, reflecting compulsive online behaviour. Additionally, cyberbullying was found to be a significant issue, with students frequently experiencing insulting messages, mockery, exclusion from online groups, and witnessing bullying of peers, indicating that online interactions expose adolescents to social and emotional risks. The study also revealed a strong positive relationship between social media addiction and cyberbullying, demonstrating that higher levels of online engagement correspond with greater likelihood of experiencing or perpetrating online harassment. These results suggest that unmoderated social media use not only affects academic focus but also increases vulnerability to negative social experiences. Consequently, the study underscores the need for schools, parents, and educational authorities to implement digital literacy programmes monitor and guide online behaviour, and establish supportive policies and counselling services to mitigate social media addiction and cyberbullying, promoting safer and more responsible digital engagement among adolescents.

In this study, the researchers investigated examination anxiety as a correlate of public senior secondary school students’ achievement in mathematics and English language in Imo State Nigeria. To achieve the aims of the study, two research questions were asked and two corresponding hypotheses were formulated and tested. The study adopted a correlational design involving a simple and multiple linear methods. The population of the study is 94,963 students. The researchers drew a sample of 398 students from 18 selected secondary schools using multistage sampling technique involving purposive and simple random sampling techniques. Rating scale and achievement test were the instruments for collection of data. Five copies of the instruments were given to two specialists in the field of Education Measurement and Evaluation and three specialists in Educational Psychology, Imo State University, Owerri and Alvan Ikoku Federal University of Education, Owerri for validation. Reliability coefficients of 0.81 for PFS and 0.88 for MELAT were obtained using Cronbach Alpha and Kudder-Richardson Formula 20 (KR-20) respectively. The researcher used Pearson Product Moment Correlation Coefficient (PPMCC) and multiple linear correlation statistics to answer the research questions while t-test of the significance of Pearson r’ and F-test of the significance of the coefficient of multiple correlation were used to test the hypotheses. The result revealed among others that examination anxiety has high but negative and non-significant coefficient of relationship with students’ achievement in Mathematics and English Language. Based on the findings of this study, it was recommended, among others, that principals should implement strategies that foster a supportive and engaging learning environment in order to stimulate students’ interest, build confidence, and cultivate a growth mindset, ultimately enhancing motivation and academic achievement in Mathematics and English Language.

The study investigated parenting styles (PS) as predictors of academic stress among secondary school students: implication for assessment excellence in Udi Education Zone of Enugu State. The study was guided by three research questions and three corresponding null hypotheses. It adopted a correlational survey research design. The population and sample for the study were 1,616 and 321 SS 2 students. The proportionate random sampling technique was used to draw the sample. Two validated instruments used were “Parenting Styles Questionnaire (PSQ) and Students’ Academic Stress Questionnaire (SASQ)”. Cronbach alpha method was used to determine the internal consistency of the instrument. Overall reliability coefficients of 0.72 and 0.79 were obtained for PSQ and SASQ, respectively. Linear regression was used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed among others, that authoritarian parenting style to a very high extent have predictive power on academic stress among secondary school students; that authoritative parenting style to a medium extent has predictive power on academic stress among secondary school students while permissive parenting style to a very low extent, have predictive power on academic stress among students. The implication is that to ensure assessment excellence by reducing academic stress, counsellors should help parents to adopt good parenting style. The researcher recommends among others that counsellors should organize workshops for parents on regular basis to keep them well-informed on how authoritarian parenting style leads to academic stress among students.

Transactional sexual practices among undergraduate students are increasingly recognized as a public health and social concern, particularly in sub-Saharan Africa. This study investigated the prevalence of transactional sexual practices and the socio-economic, socio-cultural, and family support factors influencing undergraduate students in Rivers State, Nigeria. A descriptive survey design was employed, involving 400 undergraduate students selected through multistage sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and regression analyses. Findings revealed that 42% of respondents had engaged in transactional sexual practices. Socio-economic factors, including financial pressure, access to resources, and peer influence, significantly predicted engagement in transactional sex (R² = 0.388), while socio-cultural factors such as peer norms, cultural expectations, and beliefs about sex for benefits also had a significant influence (R² = 0.349). Family support was found to reduce engagement in transactional sexual practices (β = -0.255), acting as a protective factor. The overall model explained 53.6% of the variance in transactional sexual practices. The study concludes that transactional sexual practices among undergraduates are driven by economic vulnerability and socio-cultural pressures, with family support mitigating risk. Recommendations include financial empowerment programs, awareness campaigns to address socio-cultural norms, strengthened parental involvement, and accessible counselling services.

This study investigated effect of problem-based metacognitive training strategy on students’ achievement in English Language composition in Abia State. Two research questions and one hypothesis guided the Study. The study adopted a quasi-experimental pre-test–post-test control group design. The population consisted of all Senior Secondary schools one (SS1) Students in the Government owned Secondary schools in Aba Education zone. Two Secondary Schools were purposively selected for the work. One School was used for experimental group while the other was used for control group by use of balloting. Students in experimental group were taught in their intact class using Problem-based Metacognitive Training Strategy while those in control group were taught same contents in their intact class using traditional Lecture method. An English Composition Achievement Test (ELCAT) was used for data collection. The experiment lasted for eight weeks of two periods in each week. The instrument was validated by three experts, one in educational psychology, Measurement and Evaluation and English language department. It yielded a reliability coefficient of 0.84 using Cronbach’s alpha. Data were analyzed using mean, standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypothesis at 0.05 level of significance. Major findings indicated that Problem-Based Metacognitive training Strategy facilitated higher academic achievement in Students as there was a significant difference in the mean achievement of the two training strategy groups. The study concluded that integrating problem-based training Strategy enhanced students’ English language composition achievement. It was recommended that English language teachers should incorporate structured metacognitive problem-solving approaches into composition writing for sec

The COVID-19 pandemic upended educational systems worldwide and posed profound psychological challenges for students. Parents became stuck at home with their young adults and adolescents, who had begun to manage their own life affairs and looking forward to finishing school and advance to the next level of life’s prospects and dreams. The sphere of social space and interactions for these young people shrunk dramatically and drastically. The lock down imposed on all fabrics of society had no imminent time frame. Frustration, depression and anger mounted on families from all fronts. Live began to drift to uncomfortable new-normal. It was in the midst of the new-normal of face-masking, hand washing and sanitizing rituals, social distancing, among others that schools reopened to even new academic procedures like virtual classrooms. To what extent could the possible emotional distress of depression and anger of junior secondary school students be related to their psychosocial maladjustment in the midst of COVID-19, pandemic became the burden to the researcher. This study therefore, investigated the relationship between emotional distress of anger and depression on psychosocial maladjustment of junior secondary students in Imo state, Nigeria, during the COVID-19 pandemic. The study design was a survey. A sample of 400 junior secondary students were randomly selected from sixteen junior secondary schools out of all junior secondary schools in the state. Two self-made instruments titled: "COVID-19 Emotional Distress Scale (CEDS)" and "Psychosocial Adjustment Scale (PAS)" were used to collect data. COVID-19 Emotional Distress Scale was calibrated on a four-point scale of Very High Extent (VHE =4 points), High Extent (HE= 3 points), Low Extent (LE= 2 points) and Very Low Extent (VLE =1 point). The data collected from the study was analyzed using Pearson Product Moment Correlation. Results show that Depression and anger related positively and insignificantly with psychosocial maladjustment of public junior secondary school students during COVID-19 pandemic in Imo State.

The This study assessed counselling students’ perceptions of the application and challenges of artificial intelligence tool in the education process in Bayelsa state. Based on the purpose of the study three (3) research questions guided the conduct of the study. The study employed a descriptive survey research design. The study's population consists of 34,187 students from the five universities in Bayelsa State (Federal University, Otuoke:11,040students; Niger Delta University: 16,000 students; University of Africa, ToruOrua: 3,220 students; Bayelsa Medical University:3,780students, and Hensard University, TorOrua:147students). A purposive sampling technique was used to select counselling students 564 who had previous interaction with ChatGPT. A structured questionnaire, which was constructed by the researcher, was used to collect information from the participants through an online Google Form. Two experts in Educational Measurement and Evaluation, and one expert in guidance and counselling validated the questionnaire. The questionnaire’s internal consistency was assessed using the Cronbach’s alpha technique, and a reliability coefficient of 0.87 was obtained. The mean and standard deviation were used to answer the research questions. The findings reveal varied perspectives on the application of ChatGPT, such as a research assistant, writing aid, learning tool, and communication enhancer. The study reveals varied perspectives on the challenges of incorporating ChatGPT in the learning process, which include unreliable information on topics with few citations, the potential for plagiarism, being unable to cite sources accurately, and hindering critical thinking development. The article concludes by emphasizing the need for careful consideration and integration of AI technologies in education, highlighting the risks of uncritical reliance on such tools, and advocating for a balanced approach to foster students' critical thinking and intellectual growth.

This study examined socio-economic factors predicting gender disparities in technology education among female students of Umaru Ali Shinkafi Polytechnic, Sokoto State, Nigeria. A mixed-methods design was adopted, combining descriptive survey and phenomenological approaches. The study population consisted of 596 final-year female students across six technology-related programmes. Using stratified random sampling, a sample of 234 students was selected, while 13 females were purposively chosen for in-depth interviews. Two instruments were employed: a structured questionnaire (SPFGDTEQ) and an interview guide. Content validity was established through expert review and reliability of 0.71 was obtained using Cronbach's alpha. Data were analyzed using descriptive statistics (mean score) for the quantitative aspect, while qualitative data were subjected to thematic analysis. Findings revealed that high educational costs, limited household income and lack of scholarships significantly constrain female participation in technology education. The study concluded that socio-economic barriers remain central to female underrepresentation in technical fields. It recommends the establishment of targeted scholarships and subsidized tuition plans to reduce financial burdens and promote equitable female participation in technology education.

The surge in mental health concerns and societal pressures among Nigerian students has underscored the need to reexamine the role of social-emotional learning (SEL) in educational settings. This study explored the integration of SEL in educational landscapes, focusing on its impact on student outcomes and the challenges of implementation. The purpose of this study is to synthesize existing literature on SEL, identifying best practices and gaps in current research. Specifically, this review addressed issues such as the conceptualization and measurement of SEL, the effects of SEL on academic achievement and mental health, and the barriers to effective SEL implementation. The researcher employed a critical review method to discuss issues raised in the research. The findings indicated that SEL is a crucial component of education, enhancing students' academic performance, social skills, and emotional well-being. However, challenges such as inadequate teacher training, limited resources, and cultural adaptations hinder widespread implementation. Based on the findings, the researcher recommended that policymakers should prioritize SEL integration in educational curricula, provide teachers with training and resources to support effective implementation.