Vol. 20, No. 1 (2026)

Continuing education (CE) students face several academic challenges in their programmes, leading to high rate of attrition. To improve retention, fostering their resilience becomes critical for higher education stakeholders. Consequently, we set out to understand the pathway through which the resilience of CE students could be built. We adopted correlational research design and using the simple random sampling technique, 300 undergraduates enrolled in CE programmes in the faculties of education between 2021 and 2024 academic sessions in two public universities in Anambra State were recruited for the study. Three validated scales measuring lecturer support, satisfaction with school and resilience were used for data collection. Our findings revealed that lecturer support had a significant direct effect on the two dimensions of students’ satisfaction. While these dimensions of satisfaction with school significantly mediated the association between lecturer support and students’ resilience, they were also positively associated with higher resilience. We concluded that lecturer support could not only strengthen students’ satisfaction with school but also could facilitate their capacity to cope with challenges, with satisfaction serving as an important pathway through which resilience is fostered. It is recommended among others that universities should strengthen support services for CE students, and that lecturers and administrative staff should be professionally trained to improve the quality of the support they can offer these students.

Inclusive education in Nigeria faces challenges of limited resources and insufficient behavioural interventions for neurodivergent learners such as those with dyspraxia and intellectual and developmental disorders (IDD). This study examined the effect of three behavioural strategies on their academic achievement in Imo State. The population comprised 428 neurodivergent students in 15 special and inclusive schools, from which 90 were purposively sampled. Participants were grouped into 30 students with dyspraxia taught with a task-oriented strategy, 30 with IDD taught using Applied Behaviour Analysis (ABA), and 30 with both conditions taught through Task Analysis (step-by-step learning). A researcher-developed Academic Achievement Test (AAT), validated by experts with a KR-20 reliability coefficient of 0.82, served as the instrument. Using a quasi-experimental pre-test, post-test non-equivalent design, data were collected and analyzed with mean, standard deviation, and ANCOVA. Results showed significant improvement across groups: dyspraxia (13.44–23.40), IDD (11.64–23.45), and dyspraxia + IDD (10.17–24.72). ANCOVA revealed significant group effects (F = 32.203, p < .05, partial η2 = 0.428), with Task Analysis producing the highest gains, followed by ABA, and task-oriented methods being least effective. The study concluded that structured behavioural interventions enhance the achievement of neurodivergent learners, especially when step-by-step methods are applied. It recommends prioritizing Task Analysis for students with combined dyspraxia and IDD, integrating ABA for students with IDD, and blending task-oriented routines with structured strategies for dyspraxia learners.

This study investigated artificial intelligence (AI) as a predictor of psychological well-being among undergraduates of Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State. Two research questions and two null hypotheses were formulated to guide the study. Correlational research design was employed. Population of the respondents comprised 13,010 undergraduates drawn from four faculties in the University. 379 undergraduates made up the sample for the study. Stratified random sampling technique was used to randomly draw the sample of the study. The stratification was based on gender. Data was collected using two instruments thus: Questionnaire on the Use of Artificial Intelligence (QUIA) by Vera (2023) and Psychological Well Being Scale by Ryff (1989). Data generated were analyzed using Linear Regression statistics. The result of data analysis showed that artificial intelligence (AI) significantly and positively predicted psychological well-being among undergraduates in the area of the study. Moreover, artificial intelligence (AI) significantly and positively predicted psychological well-being among male and female undergraduates in Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State. The study among others recommended that educational psychologists, guidance counselors, educational institutions can ensure that artificial intelligence (AI) complements rather than replaces traditional teaching methods, eventually fostering a more positive, adaptable, well-organized, and personalized learning environment that supports the development of essential skills for future success of undergraduates as well as promote their psychological well-being.

The rapid integration of artificial intelligence (AI) into adolescent life has created new pathways for emotional interaction, raising concerns about psychosocial consequences. This study investigated the psychosocial implications of adolescents’ emotional dependence on AI in Awka, Anambra State, Nigeria. The objectives were to examine the extent of adolescents’ emotional dependence on AI, the psychosocial implications associated with adolescents’ emotional dependence on AI and the factors responsible for adolescents’ emotional dependence on AI. A descriptive survey design was employed. The study adopted a multi-stage sampling technique involving purposive selection of five holiday camps from a population of 1,658 adolescents (12-19 years), followed by total enumeration (census) of eligible participants within the selected camps. Based on the study’s focus, only adolescents who owned or had access to smartphones were included, resulting in a final sample of 332 respondents. Data were collected using a validated instrument (PIEDAQ), with a reliability coefficient of 0.82. Descriptive statistics (frequency, percentage, mean and standard deviation) addressed the research questions. Findings revealed moderate emotional dependence on AI, with ChatGPT, Snapchat My AI and Character.AI reported as most frequently used. Reported psychosocial implications included reduced peer interaction, increased loneliness, diminished trust and academic disruption. The study concludes that while AI offers immediate comfort, overreliance threatens adolescents’ psychosocial well-being, necessitating parental engagement, school counseling and responsible AI use policies.

The study investigated the perceived influence of psychological resilience on the academic performance of public secondary school students in Ikeduru L.G.A of Imo State. The descriptive survey design was adopted for the study. Four research questions were posed to guide the study. The population of the study comprised all public secondary school teachers and the students in Ikeduru LGA. A sample of 450 respondents was selected using simple random sampling techniques. The instrument use for data collection was a structured questionnaire titled “Psychological Resilience and Academic Performance of Students Questionnaire” (PRAPSQ) which was validated by experts in Educational Psychology and Measurement and Evaluation. Reliability of internal consistency for (PRAPSQ) was 0.82 using Cronbach Alpha Statistics. Mean statistics were used to analyze the data collected for the research questions. Results revealed that psychological resilience is perceived to influence students’ academic performance in different ways such as improving critical thinking, encouraging engagement of students to learn, leading to achieving better academically. It was also shown that the respondents agreed that items such as ability to overcome obstacles, self-esteem, and support from teachers, family and friends are factors that contribute to the development of psychological resilience in students. The study also identified the factors that hinder the development of psychological resilience in students as high level of stress and anxiety, food insecurity, poor socioeconomic background and insufficient support from friends, family and teachers. Some psychological strategies for enhancing resilience were identified. Based on the findings, it was recommended that educators should promote individualized learning and productive feedback; students should be encouraged to establish achievable goals and develop a plan to accomplish them.

This study examined the influence of teacher–student interaction on self-esteem and social competence among secondary school students in Sapele Local Government Area of Delta State, Nigeria, A correlational research design was adopted to determine the nature and strength of these relationships. The study population comprised of 38,940 secondary school students, from which a simple random sample of 390 participants was drawn. Data were collected using a validated and reliable questionnaire instrument, with internal consistency established through Cronbach’s alpha statistics. Data analysis involved the use of Pearson Product Moment Correlation, linear regression, and multiple regression analyses at a 0.05 level of significance. Findings revealed that teacher–student interaction significantly and positively related to students’ self-esteem and social competence. Additionally, a significant joint influence of teacher–student interaction on both self-esteem and social competence was established. The study concludes that nurturing, empathetic, and dialogic teacher–student interactions enhance students’ emotional resilience, confidence, and social adaptability. It is, therefore, recommended that teachers adopt positive interpersonal strategies such as active listening, empathic communication, constructive feedback, and recognition of students’ efforts to foster holistic learner development and socio-emotional well-being within the school environment.

Sexual harassments and victimization of students in Nigerian higher institutions of learning have continue to receive widely research attention on the daily basis. On this note, the present study investigated on effects of Rational Emotional Behavioral Therapy (REBT) and Systematic Desensitization Therapy (SDT) in reducing suicidal thoughts among Nigerian university students with sexual harassment and victimization experience in Ebonyi State. The study used quasi-experimental design control-trial-pretest-posttest design. The population comprised all the 3,020 students with likely sexual harassment and victimization experience in Federal Universities in Ebonyi State, Nigeria. The sample size of students identified with sexual harassment experience that met the inclusion criteria was 120. The instrument for data collection was subjected to contents and construct validity to be certain of accuracy and suitability in achieving the expected research outputs. Based on the data expected to generate through field trial, the instruments were modified accordingly. Suicidal thoughts Scale (STC) and Beck Scale for Suicide Ideation (Beck et al., 1991 & Reynolds, 1988) were adapted for the study with each item required a response to a 5-point rating scale ranging from 0 (‘Not at all’) to 4 (‘Daily or more’). Scores ranged from 0 to 24 with higher scores indicating greater suicidal ideation. The Analysis of Covariance (ANCOVA) was the statistical tool used to determine the effect of Rational Emotional Behavioral Therapy (REBT) and Systematic Desensitization Therapy (SDT) in reducing suicidal thoughts among Nigerian university students with sexual harassment and victimization experience in Ebonyi State. More so, the effect size of REBT was gotten through Partial eta square and adjusted R2 values. The result revealed that the post-treatment/interventions, using the intervention of rational emotional behavioural therapy (REBT) and Systematic Desensitization Therapy (SDT) were more effective in reducing suicidal thoughts among Nigerian university students with sexual harassment and victimization experience in experimental group than those in control group. Based on the finding of this study, the researchers recommended that the psychologists and other school counsellors should employ the services of REBT and SDT and their principles in reducing suicidal thoughts among Nigerian university students with sexual harassment and victimization experience mostly in Ebonyi State. Curriculum designers can go a long way in embracing the principles of REBT and SDT towards re-structuring or innovate a transformative curriculum that reduces the menace of suicide crisis in Nigeria. In other words, understanding how to navigate suicidal thoughts deserves to be mainstreamed into the academic curriculum, particularly for reducing vulnerability among students and increasing access to restorative care for victims.

The study investigated the relationship between Psychosocial Resilience and Mental Health of Junior Secondary School Students in Calabar South Senatorial District, Cross River State, Nigeria. Correlation research design was used for the study. Two research objectives, research questions and hypotheses were used for this study. The population was 16,800 and a sample of 376 was used for the study. Multistage sampling procedure was used to compose the sample. Two research questions were answered while two hypotheses were tested in the study at 0.05 level of significance. Two instruments were used to collect data- Students’ Psychosocial Resilience Questions (SPRQ) and Students’ Mental Health Questionnaire (SMHQ). The SPRQ is made up of 20 items on emotional regulation and problem-solving ability. SMHQ also comprised 20 items on students’ mental health. Pearson Product Moment Correlation was used to answer the research questions on the basis of the values of r (coefficient of correlation) and also test the hypotheses at 0.05 level of significance by comparing the p-value (probability values). It was found that there is a significant positive relationship between students’ emotional regulation and mental health of junior secondary school students. It also revealed that there is a significant positive relationship between students’ problem-solving ability and mental health of junior secondary school students in Calabar South Senatorial District, Cross River State, Nigeria. Based on the findings, it was recommended among others- that teachers and school counsellors incorporate emotional regulation training into classroom activities and guidance programs. The study concluded that emotional regulation enhances students’ mental health and supports their psychological balance, while problem-solving ability promotes resilience and reduces stress.

The study investigated the relationship between Sexual Harassment and Academic Performance of Senior Secondary Schools Students in Niger South Senatorial District, Niger State, Nigeria. Correlation research design was used for the study. Two research objectives, research questions and hypotheses were used for this study. The population was 47,813 and a sample of 380 was used for the study. Multistage sampling procedure was used to compose the sample. Two research questions were answered while two hypotheses were tested in the study at 0.05 level of significance. Two instruments were used to collect data- Students’ Sexual Harassment Questionnaire (SSHQ) and Academic Performance Questionnaire (APQ). SSHQ was made up of 10 items on verbal and physical sexual harassment while APQ contained 20 items on academic performance. Pearson Product Moment Correlation was used to answer the research questions on the basis of the values of r (coefficient of correlation) and also test the hypotheses at 0.05 level of significance by comparing the p-value (probability values). The finding from the study shows that there is a significant negative relationship between verbal sexual harassment and academic performance of senior secondary schools’ students. It also revealed that there is a significant negative relationship between physical sexual harassment and academic performance of senior secondary schools’ students in Niger South Senatorial District, Niger State, Nigeria. It was recommended among others- that school administrators and teachers should establish clear anti-harassment policies and awareness campaigns to discourage verbal sexual harassment in schools. The study concluded that verbal and physical sexual harassment hinders students’ academic performance.

This study investigated the Effect of Students’ Team Achievement Division (STAD) on achievement and interest of students in reading comprehension in Onueke Education Zone of Ebonyi State. Six research questions and six hypotheses guided the study. The study adopted quasi-experimental design, specifically pre-test, post-test non-equivalent control group design. The population of the study comprised 2,400 senior secondary II students. A sample of 104 students (42 males, 62 females) was used for the study. Data obtained from the study were analyzed using mean and standard deviation to answer the research questions while Analysis of co-variance (ANCOVA) was used to test the hypotheses at 0.05level of significance. The findings revealed that students who were exposed to STAD had higher post-test mean achievement and interest score than those who were not exposed. There was no significant difference in the mean achievement scores of male and female students in reading comprehension (p>.05). The study also revealed that there was no significant interaction effect of gender and treatment in STAD on students’ academic achievement and interest in reading comprehension. Thus, government through the relevant curriculum bodies like Nigeria Educational Research Development Council (NERDC) should incorporate the use of STAD into the curriculum and ensure periodic curriculum review.

Aquaculture is a vital component of global food systems, providing a significant source of protein for millions of people worldwide. The increasing global population drives a rising demand for food, particularly fish as a preferred protein source, straining captured fisheries and overfishing has depleted wild stocks thereby emphasizing the need for advanced aquaculture technologies. However, the industry faces numerous challenges, including disease management, water quality monitoring, and feed optimization. Artificial Intelligence (AI) tools like Internet of Things (IoT), machine learning, cameras, and algorithms offer promising solutions to reduce human intervention and challenges, enhancing the efficiency, sustainability, and productivity of aquaculture operations. This review paper examines the opportunities and applications of AI in aquaculture, highlighting its potential to improve food security especially in predictive analytics, automated monitoring, optimization and providing decision support for management decisions on challenges, limitations, and future research directions that would provide a comprehensive overview of AI's role in shaping the future of aquaculture. This review highlights AI's potential to transform aquaculture, increasing productivity, reducing environmental impact, and ensuring food security.

This study utilized correlational research design to investigate academic stress as correlate of aggressive behaviours among in-school adolescents in Anambra state. Five research questions guided the study, and five null hypotheses were tested at 0.05 level of significance. The population of the study consisted of all the 12,172 Senior Secondary (SS2) students in the 263 public secondary schools in Anambra state. The sample for the study consisted of 750 SS2 students drawn from the population of the study using simple random sampling technique. Two sets of questionnaire were used to collect data for the study. The two sets of questionnaire are titled “Academic Stress Questionnaire” (ASQ) and “Buss-Perry Aggression Questionnaire” (BPAQ). The instruments for data collection were validated by three experts, two in the Department of Educational Foundations and one in the Department of Early Childhood and Primary Education but an expert in Educational Psychology all from Nnamdi Azikiwe University, Awka. The reliability of the instruments was established using Cronbach’s alpha method and the alpha coefficient was 0.80 for ASQ and 0.78 for BPAQ. Data collected were analyzed using Pearson Product Moment Correlation for answering the research questions while P-value of Correlation Coefficient was used for testing the hypotheses. Based on the findings of the study, it was concluded that academic stress positively correlated with aggressive behaviours of in-school adolescents in Anambra State. The researchers recommended among others that teachers should evolve pedagogical skills that will enable in-school adolescents to manage their frustration and by extension reduce their proclivity to aggressive behaviours.

A study of broken home and psychological adjustment of students in public secondary schools in Ika Northeast Local Government Area of Delta state. The research questions alongside the null hypotheses employed in this study were two. The study sampled three hundred (300) senior secondary school students out of the entire 25,688 students. Data collection was done using questionnaire titled Broken-home (BH) and Psychological Adjustment (PA). Analysis of data was likewise done with mean and standard deviation (SD) and Pearson Product Moment Correlation (r). The outputs showed that psychological adjustment among secondary school students was associated with broken homes. It was likewise found to have a strong relationship (based on students’ age). In addition, the findings established the fact that there exists (a mean difference) in intact homes and separate home students. It is found that younger students are more sensitive to the dynamics in broken homes and the older students are more adaptable with these troubling issues. According to the outputs, it was concluded that broken homes caused negative psychological impact and problems with adjustment among students at secondary schools. It was, therefore, recommended among others that (counseling services) be based in schools as the students in broken homes need psychological support to overcome their distress.

The study investigated insecurity and behavioral disorder among the internally displaced persons in IDP Camps in Borno state, Nigeria. Two research questions, two hypotheses were raised for the study. The target population of the study comprised 874,213 IDPs in Borno States out of which a sample size of 384 participants was randomly selected from 12 1DP Camps in the three senatorial zones of the State. The study employed descriptive survey design. Structured questionnaire tagged ‘Insecurity and Behavior Disorder Questionnaire (IBDQ) and interview scale were used as instruments for data collection. Mean and standard deviations were used in answering the research questions while the null hypotheses were tested at 0.05 level of significance using t-test. The findings revealed that personal insecurity has significantly affected the behavioral disorder among internally displaced persons in IDP camps in Borno state, Nigeria, and economic insecurity has also significantly affected the behavior disorder among internally displaced persons in IDP camps in Borno state, Nigeria. It was concluded that insecurity significantly affects displaced persons in IDP camps in Borno State, Nigeria, resulting in high prevalence of behavioral disorders such as anxiety, depression, trauma as well as economic wellbeing among IDPs, which hinder their ability to cope and reintegrate. It was therefore recommended among others that government and humanitarian partners should provide structured psychosocial support in IDP camps, including counseling and trauma recovery, with a focus on vulnerable groups like women and children.

This study investigated the relationship between school-related stress factors (fear of failure, financial stress, and cyberbullying) and suicide ideation among undergraduates of Nnamdi Azikiwe University, Awka. Using a correlational survey design, data were collected from a sample of 200 students selected through multistage sampling from a population of 43,363 undergraduates. Instruments included a researcher-developed School-Related Stress Questionnaire (SSQ) and the Beck Suicide Ideation Scale (BSIS). The internal consistency of the instruments was ascertained using Cronbach's Alpha technique. This yielded reliability coefficients of 0.89 and 0.85 for the SSQ and BSIS, respectively. Data was analyzed using SPSS:26. Research questions were answered using descriptive statistics and Pearson Product Moment Correlation. Null hypotheses were tested using simple regression and multiple regression at a 0.05 significance level. Results revealed a high prevalence of school-related stress, with financial stress (M = 4.05, SD = 0.73) and fear of failure (M = 3.89, SD = 0.72) being the most reported stressors. Correlational analyses indicated that fear of failure (r = .781, p < .01) and cyberbullying (r = .753, p < .01) had strong positive relationships with suicidal ideation, whereas financial stress had a weaker association (r = .378, p < .01). Regression analysis showed that school-related stressors jointly predicted 69% of the variance in suicidal ideation (R2 = .690), with fear of failure and cyberbullying emerging as significant predictors, while financial stress did not. The findings underscore the urgent need for targeted mental health interventions in Nigerian universities, with particular attention to reducing academic pressure and combating cyberbullying.