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.

This study examined the information and communication technology (ICT) skills relevant for effective learning possessed by undergraduate students. The study made use of descriptive survey research design. The study participants were 320 undergraduate students of university of Nigeria. The instrument used for data collection was “Relevant ICT Skills for Effective Learning among Undergraduate Students Questionnaire” (RISELUSQ). The reliability of the instrument was determined using Cronbach-Alpha method and a reliability coefficient of 0.84 was obtained. Four research questions and two hypotheses guided the study. The data collected were subjected to analysis, the mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test and ANOVA at 0.05 level of significance. The findings revealed that undergraduate students possessed the relevant ICT skills that will enhance their learning and that the ICT skills of the male students were not different from that of the female. The findings also showed that the ICT skills of undergraduate students differ based on their educational level, particularly, between the 100 level and 500 levels. Equally, the finding reveals that the students face some ICT challenges like non-functional/limited projectors in classrooms, limited e-learning facilities among others. Based on the findings, it was recommended that students be encouraged to continue to improve on their ICT skills as it will enable them strive well academically and that school authorities should ensure adequate and proper infrastructures/ICT facilities be put in place within the university environment.

Aims: To determine the effect of test item arrangements in ascending, descending and no consistent order of difficulty in multiple choice tests on undergraduate pharmacy students’ academic achievement in a chemistry course. The present study served as an attempt to relate the effect of test item arrangement on undergraduate pharmacy students’ academic achievement in a chemistry course in Nigerian Universities. Study Design: Quasi-experimental research design of pre-test posttest non-equivalent group design was adopted in carrying out this research. Place and Duration of Study: This study was carried out in ten Nigerian Universities between August, 2020 to April, 2021. Methodology: We sampled 200 participants (111 male, 89 females; age range 16 – 27 years) undergraduate pharmacy students drawn from ten (10) Universities in Nigeria. Twenty undergraduate pharmacy students offering Basic Principle of Chemistry (Chem. 101) were randomly selected from each of the selected universities for the study. Results: The mean scores when test items were arranged in ascending, descending, and no consistent orders of item difficulty were 44.38, 37.85 and 40.13 respectively. Their differential mean scores were 6.53, 2.28 and 4.26 in the same order. This implies that pharmacy students obtained higher scores when test items were arranged in ascending order of difficulty, followed by no consistent order and least in descending order of difficulty. The findings further revealed no significant arrangement by gender interaction effect on undergraduate pharmacy students` performance in the three tests. Conclusion: This study will help pharmacy lecturers in determining the most appropriate test item order which will help the students obtain high scores in any pharmaceutical test. The researchers conducted a quasi-experimental study on the topic as part of their undergraduate curriculum to examine the best test item format that will enhance pharmacy students' academic achievement in a chemistry course.

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