Objective This study investigated the efficacy of a group rational emotive behavioural intervention for burnout among postgraduate chemistry education students in Nigeria. Method Participants were 36 postgraduate chemistry education students with high burnout symptoms; 18 students were randomly assigned to an experimental group and 18 to a control group. The Oldenburg Burnout Inventory – Student Version was used to assess burnout. Results There was no significant difference between the experimental group and control group in pretest mean burnout scores. However, experimental group posttest scores showed a significant improvement compared with both experimental group pretest scores and with control group posttest scores, indicating that the group rational emotive behavioural intervention was effective in enabling postgraduate chemistry education students to manage burnout. Experimental group follow-up scores showed a significantly sustained improvement compared with both experimental group posttest scores and with control group follow-up scores, indicating that the effect of the intervention was maintained at follow-up. Conclusion The group rational emotive behavioural intervention was an effective treatment modality for burnout in postgraduate chemistry education students.

The aim of this study was to determine how effectively rational emotive behavior therapy (REBT) could help university undergraduate students in chemistry to manage academic burnout. Methods: We surveyed 468 undergraduates in the chemistry education program for eligibility and included the first 30 students who showed symptoms of high burnout. We randomly assigned 15 students each to the experimental and control groups. The Oldenburg Burnout Inventory for college students was used to assess students' burnout at two different periods. The intervention was delivered using a manual for managing burnout. Results: Pre-test results indicated no significant difference in the burnout scores of the control group (mean ¼ 51.43, standard deviation (SD) ¼ 2.74) and experimental group (mean ¼ 52.31, SD ¼ 3.59), t(28) ¼ 0.749. At post-test, the main effect of time on students' burnout was significant: F(2.27) ¼ 41.91, g p 2 ¼ 0.599. The main effect of group on undergraduates' burnout was also significant: F(1.28) ¼ 1043.67, g p 2 ¼ 0.974. There was a significant time  group interaction effect on burnout among participants: F(2.27) ¼ 41.43, g p 2 ¼ 0.597.

Objective: We assessed the efficacy of a rational-emotive behaviour therapy psycho-educational programme in reducing depression among chemistry education undergraduates in a Nigerian university. Methods: Twenty-three chemistry education undergraduates with major depressive disorder were randomised to a treatment group (12) or control group (11). Students were scored using Beck's Depression Inventory three times (pre-test, post-treatment, and follow-up). An evidencebased protocol for combating depression was used in the treatment. Controls received counselling. Data were evaluated using univariate analysis of variance and two-way mixed analysis of variance. Results: Mean depression scores did not differ between groups prior to the intervention. Rational-emotive behaviour therapy was effective in reducing depression scores. Conclusion: Rational-emotive behaviour therapy is an effective tool in assisting university undergraduates (of chemistry education) to manage depression.

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Education is an instrument of change. The society looks on education for its improvement. The National Policy on Education aims at meeting the national needs and objectives. The issues of whether the needs and objectives of this nation can be achieved technologically by the youths are a question to be answered by this paper. Meanwhile, the paper investigated the existing Technology Education Institutions' psychosocial factors for empowering the youths with and without special needs with a view to establishing the possible relationship it may have with their performance. The study focused specially on FCEE (Federal College of Education, Eha-Amufu) for the proximity.One research question was used and one hypothesis was tested at the 0.05 alpha level of significance. The results showed no significant relationship between the psychosocial environment and youth empowerment. The implication of the study is that greater attention should be paid to the physical and social environment of the Technology Education Institutions so as to enhance youth empowerment with or without special needs, which will motivate them to be self-employed and be able to solve national problems.