Sports betting has recently become prevalent among students in institution of higher learning. Most students spend substantial amount of their time engaging in sports betting. The purpose of the study was to examine sports betting among students at colleges of education in the Ashanti Region of Ghana. The descriptive survey design was used for the study. The target population was students in colleges of education in the Ashanti Region of Ghana. The simple random sampling procedure was employed to select 361 students for the study. Questionnaire was used for data collection. The Cronbach’s coefficient alpha for the questionnaire was 0.73. Frequencies, percentages, means, and standard deviations were used to analyse data to answer three research questions that guided the study. The results showed that students patronised IXBet, EaziBet, EuroBet, SoccerCash [NLA] and Safari. It was found that, to a great extent, students agreed that their involvement in sports betting was low. Students reported that they engaged in sports betting to win cash and for entertainment. It was concluded that sports betting appeared more attractive to students since they offered free bonuses for placing bets. It was recommended that Guidance and Counselling Units on Colleges of Education campuses organise programmes to educate students on the types of sports betting available in the market and what they truly seek to offer clients. The Government and Conference of Principals of Colleges of Education (PRINCOF) should develop socially responsible regulations and statutes on sports betting that have the potential of discouraging students’ involvement in the practice.

Despite the fact that adolescents' waking hours are flexible, little is known about the links of adolescents' choices of leisure time activities for academic, psychological and behavioural functioning. Participation in activities can provide opportunities to develop specific skills and to interact with nurturing and caring adults as well as a sense of belonging with particular peer groups and recognition from others. Time use and monitor studies have provided rich descriptive pictures of adolescents' daily lives including what teens do, who they are with and their affective states across their out-of-school experiences. The study therefore examined the influence of structured and unstructured activities on academic performance of Junior High School students in Cape Coast Metropolis in the Central Region of Ghana. A descriptive survey design was adopted using a sample of 364 students selected from six public junior high schools in Cape Coast. A questionnaire was used to gather the data. The Cronbach's alpha co-efficient for the reliability of the instrument was 0.76. Simple linear regression was used as statistical tools to analyse the data collected. The findings of the study were that both structured and unstructured activities respectively do influence students' academic performance. It was recommended that stakeholders such as parents, guardians, and teachers must be aware of the kind of after-school activity their wards/students engage in so as to help them make better choices due to the influence that their choices make on their academic performance.