Bekomson, Achi Ndifon
2 Publications in AERD
Author Publications
Export PDFImpact of Familial and Social Stressors on University Students' Learning Outcomes, Satisfaction, and Academic Achievements
By Ambe, Benjamin Ayua
This study investigated the impact of social and familial stressors on the academic performance of Nigerian university students. Using a cross-sectional survey design, a sample of 1,200 third-and fourth-year students from twenty-four universities across Nigeria was selected through a multistage sampling procedure. Contrary to peer pressure, family expectations, financial constraints, and cultural norms significantly influenced students' academics and overall well-being. The study highlighted social interactions and societal pressures contributing to overall stress levels. Coping mechanisms included relaxation techniques and seeking support from friends, while exercise, professional advice, or counseling were less utilized. Binary logistic regression showed no significant associations between coping mechanisms, gender, age groups, and academic achievement. Gender did not significantly influence stressor prevalence. The study identified significant variations in familial and social stressors across different age groups among Nigerian university students. These findings provide insights into student challenges, informing strategies for enhanced well-being and academic success. Recommendations include raising awareness about family expectations, providing financial literacy education, promoting cultural sensitivity, and offering mental health support. The study emphasizes gender-neutral services, longitudinal research, peer mentoring programs, and institutional collaboration to address the multifaceted challenges faced by Nigerian students. © 2024 Common Ground Research Networks. All rights reserved.
Electronic media learning technologies and environmental education pedagogy in tertiary institutions in Nigeria
By Ambe, Benjamin Ayua
Previous research on applying electronic media learning tools to learning has focused on a diversity of other subjects rather than environmental education. One of the first studies to evaluate the use of electronic media learning tools for environmental education pedagogy in Nigerian tertiary institutions is the one that is currently underway. We anchored the study on constructivist learning theory and e-learning methodology. We adopted the descriptive survey research design. We employed a convenience sampling technique to sample all 35 environmental educators from the University of Calabar and the College of Education in Akamkpa, where they run environmental education programs. We raised three research questions to guide the study. We employed a 31-question survey utilizing a 4-point Likert scale with distinct response options for each section. Through this, we observed a high level of internal consistency, as indicated by a Cronbach alpha coefficient of 0.88. we conducted thorough statistical assessments to confirm its reliability and validity, including face and content validity evaluations. Therefore, we can confidently assert that this questionnaire is a reliable and valid tool for our research investigation. Frequency counts and straightforward percentages were used to examine the data, which was then displayed in bar charts. The significant findings from the study include the following: only some electronic media learning facilities were available to lecturers and owned mainly by them. Considerable utilization is made of available electronic media learning technologies. Several constraints bedevil the availability and utilization status of electronic media learning technologies. Based on the study's findings, we recommended that the federal, state governments and tertiary institution proprietors make adequate budgetary allocations to provide robust electronic media learning technologies in tertiary institutions in Nigeria. Compensate lecturers who own and utilize these technologies for classes. In contrast, environmental education lecturers should, as a matter of necessity, update their knowledge of electronic media learning technologies and apply them in their classes for curriculum effectiveness. © 2023 The Authors
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.