The COVID-19 pandemic has disrupted traditional education, leading to the adoption of alternative methods, such as learning through radio and television for K-12 students. Television and radio became popularly adopted platforms to disseminate educational resources during the pandemic in developing countries, such as Nigeria. This study gathers the perspective of K-12 teachers and students during the crisis to find out the effectiveness of the utilized platforms, examine the challenges encountered, and suggest the way forward in case of future occurrence. The concerns-Based Adoption Model (CBAM) guided the study. A qualitative methodology of interpretivism was employed using 20 participants that comprise students and teachers across the five south-western states in Nigeria. Findings show that teachers adapted their lessons to be delivered through broadcasts, while school administrators have worked closely with broadcasters to develop and implement educational content. Students have had mixed experiences, with some finding radio and television engaging, while others face challenges with engagement and adaptability. In essence, the result shows that most of the respondents though acknowledged the effectiveness of the radio and television approach to learning but opined that the lessons are not detailed enough. Furthermore, educational television broadcast is preferable to radio lessons as the visual effect contributes significantly to learning. The study concludes that broadcasters have played a critical role in delivering educational content, partnering with schools, and developing programs that align with the curriculum during the pandemic. The study discussed its implication, followed by limitations, and gave direction for future studies.

Background The high prevalence of the risk factors of head and neck cancer (HNC) amongst senior secondary (high) school students in Nigeria is an issue of serious public health concern. Therefore, this study aimed to assess the knowledge of HNC among them. Methods This cross-sectional study surveyed 2,530 senior secondary school students in Nigeria, assessed their knowledge of HNC, using a self-administered questionnaire. Data collected were analyzed using the SPSS version 25 software. Results The mean (±SD) age of the respondents was 16.34 (±2.0) years. More than half (1418; 56.6%) of them were males, 530 (20.9%) were schooling in the north-central geopolitical zone of Nigeria, 1,860 (73.5%) were in public schools, 554 (21.9%) were boarding students, and 817 (33.5%) were in Senior Secondary (SS) 3 class. Only 789 (31.2%) respondents were aware of HNC, out of which: 69.2% of them had below-average scores in their overall assessment on HNC; 256 (32.4%) had ever received education on HNC and 81.2% indicated a positive interest in knowing more about HNC. The factors predicting above-average score on knowledge about HNC among the respondents were: being in SS3 class (OR=1.73; 95% CI=1.17 – 2.56), having been educated about HNC (OR=1.69; 95%CI=1.21 – 2.35) and having the interest to know more about HNC (OR=1.88; 95%CI=1.21 – 2.92). Bivariate analysis showed that these factors had statistically significant association (or relationship) with above-average score on knowledge about HNC (pvalues<0.05). Conclusion Majority of the surveyed students were willing to know more about HNC. The use of a properly planned massive school-based HNC education programs may go a long way in educating this population group on HNC.

In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender    (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.

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