Background:Depression is one of the mental health problems confronting those with diabetes mellitus and may result from self-defeating thoughts and lifestyles. Therefore, the aim of this study was to investigate the effects of cognitive behavioral coaching (CBC) program on depressive symptoms in a sample of the Type 2 diabetic inpatients in Onitsha metropolis of Anambra State, Nigeria.Methods:The design of the study was pretest–post-test randomized control group design. The participants were 80 Type 2 diabetic inpatients randomly assigned to the treatment and control groups. The primary outcome measures were Beck's Depression Inventory-II and a Diabetic Inpatient's Depressive Symptoms Observation Checklist. Mean, standard deviation, repeated measures analysis of covariance, and partial eta squared were used for data analysis.Results:The results revealed that the baseline of depressive symptoms was similar between the control and treatment groups of the Type 2 diabetic inpatients. But, exposing the Type 2 diabetic inpatients to a cognitive behavioral coaching program significantly reduced the depressive symptoms in the treatment group compared to those in the control group at the end of the intervention. The effects of cognitive behavioral coaching program on the depressive symptoms of those in the treatment group remained consistent at a 6 month follow-up meetings compared to the control group.Conclusion:Given the potential benefits of a cognitive behavioral coaching program, clinicians and mental health professionals are urged to support and implement evidence-based cognitive-behavioral coaching interventions aimed at promoting diabetic inpatients’ wellbeing in the Nigerian hospitals.

No abstract

Aims: The study was designed to determine the effect of collaborative instructional strategy in improving students’ interest and achievement in Biology. Study Design: The study was adopted quasi-experimental research design and was conducted in Obollo-Afor education zone. Place and Duration: The study was conducted in Obollo-Afor education zone of Enugu state and spanned 7 months, between October 2018 to May 2019. Methodology: Population of the study comprised of 1,691 SSI Biology students, from where a sample of 200 students from six (6) intact classes was sampled using multi-stage sampling procedure, to take part in the study. Biology achievement test and Biology interest inventory were instruments used to collect data for the study. Data were analysed using mean, standard deviation and ANCOVA. Results: Findings revealed that students taught Biology using collaborative instructional strategy had better achievement and interest ratings, than those taught with the conventional method, female Biology students have slightly better interest and achievement that male Biology students when taught with collaborative instructional strategy and the interaction effect of gender and instructional method on achievement is significant.  Conclusion: The study concludes that considering the ability of the collaborative instructional strategy to improve interest and achievement in Biology, it should be adopted as a method of teaching the subject in Nigerian secondary schools.