CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

The study investigated the impacts of school environment on students’ academic performance in public schools in Ovia North-East Local Government Area of Edo State. The purpose was to examine how the physical condition of classrooms, the availability of learning resources, social relationships, and school infrastructure influence students’ academic performance. Four research questions guided the study. The descriptive survey research design was adopted, with a population of 20,000 Basic Science students across fifteen public secondary schools. Using proportionate stratified random sampling, a total of 100 students were selected from three schools Ekosodin Secondary School, Iguadolor Secondary School, and Utese Secondary School. A researcher-developed questionnaire titled Impact of School Environment on Students’ Academic Performance in Public Schools Questionnaire (ISESAPPSQ) was used for data collection. The instrument was validated by experts in the Department of Curriculum and Instructional Technology, and its reliability was established through the Cronbach Alpha method, which yielded a coefficient value of 0.78, indicating a high level of reliability. Data collected were analyzed using descriptive statistics such as
mean and standard deviation through the Statistical Package for Social Sciences (SPSS). The findings of the study revealed that the physical condition of classrooms significantly affects students’ learning outcomes. Well-structured classrooms with proper lighting, ventilation, cleanliness, and comfortable seating were found to enhance concentration and academic achievement. The study also found that the availability of adequate learning resources such as libraries, internet access, and updated textbooks strengthens students’ ability to complete assignments and prepare for examinations. Furthermore, positive social relationships among students promote peer support, motivation, and teamwork, which contribute to improved academic outcomes. Lastly, well-maintained school infrastructure, including laboratories, libraries, and digital tools, was shown to enhance students’ engagement, participation, and overall academic performance. The study concluded that the school environment plays a vital role in shaping the academic performance of students in public schools. A conducive school environment that combines physical comfort, adequate learning materials, positive social interactions, and quality infrastructure creates favorable conditions for effective learning and academic success. Based on these findings, it was recommended that schools should improve the quality of classrooms, provide sufficient learning resources, encourage cooperative learning among students, and invest in modern educational infrastructure to promote better learning outcomes and sustained academic excellence in public secondary schools.

This work implements a descriptive survey design to investigate the students’ assessment of Biology teachers’ attitude and environmental factors on their academic performance as it concerns secondary school students in Udu Local Government Area of Delta State. Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location were considered as independent variables affecting students’ academic performance in Biology. To achieve the purpose of the study, eight research questions and seven hypothesis were posed and formulated to guide the study. Literature was also reviewed based on the variables considered. Questionnaires were administered to one hundred and fifty (150) Biology students from five selected secondary schools in Udu local government. In analyzing the responses of the respondents, percentage ranking and rating, mean, standard deviation and the application of t-test was used to determine the significance of each hypothesis at a significance level of 0.05. The findings of the study showed that Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location significantly affect the academic performance of Biology students in Udu Local Government Area of Delta State. Based on the findings of the study, it was recommended that teachers should exhibit attitudes that promote students’ learning interest in terms of good communication system, effective classroom management, proper mastery of subject matter and provision of a conducive learning environment. Suggestions for further studies were also made.

This research was carried out to assess the level of utilization of evaluation material for effective learning of biology. The researcher using research questions was able to determine the difference in utilization of evaluation materials bet public and private schools and also to investigate the factors responsible for poor utilization of evaluation materials for effective learning of biology. In doing this study the researcher discovered that there are various factors influencing the utilization of evaluation in both public and private schools and give recommendations of how to better handle this problems and improve on the utilization of evaluation materials for effective learning of biology.

The study examined assessment of secondary school students’ attitude towards the learning of chemistry in Egor Local Government Area. The study adopted the survey design using questionnaire as instrument of data collection. The study
analyse four objectives which include Examine attitude of secondary school students towards the learning of chemistry in Egor Local Government Area; Ascertain whether the attitude of students towards learning of chemistry differs between male and female chemistry students.; Evaluate the attitude of students towards learning of chemistry differ based on school ownership (public and private).; Find whether the attitude of students towards learning of chemistry differ based on parental educational level. The study adopted percentage to analyse the research questions, the result revealed that The attitude of secondary school students towards the learning of chemistry affects their learning of chemistry in Secondary Schools in Egor Local Government Area. The attitude of students towards learning of chemistry differs between male and female chemistry students in Secondary Schools in Egor Local Government Area. The attitude of students towards learning of chemistry differs based on school ownership (public and private) in Secondary Schools in Egor Local Government Area. The attitude of students towards learning of chemistry differs based on parental educational level in Secondary Schools in Egor Local Government Area. The study recommended that students should be encouraged towards the study of chemistry in secondary school as to enhance positive attitude towards the learning of chemistry in Egor Local Government Area. The schools should invest in buffers that can promote the interest of both genders as to influence positive attitude towards learning of chemistry in Secondary Schools in Egor Local Government Area. Schools should put enabling environment that can bring about students positive attitude towards learning of chemistry in both public and private Secondary Schools in Egor Local Government Area. Parents should be involved the learning process of children as it can motivate positive attitude towards learning of any subject, including chemistry in Secondary Schools in Egor Local Government Area.

This study Examines the impact of Gamifcation of chemistry concepts; Effect on students motivation and academic performance of students in Egor Local government area of Edo State.
The study adopted a descriptive survey design and involved a sample of 66 students selected using the proportionate sampling technique. A structured questionnaire titled Gamifcation of chemistry concepts Effect on students motivation and academic
performance was used for data collection. The instrument was validated by experts, and it's reliability was established using the cronbach Alpha method, yielding a coefficient value above 0.7 . Data collected were analyzed using mean and standard deviation to answer the research questions.
Findings reveals that chemistry teachers used games to evaluate students understanding of chemistry topics, the study also confirms that gamification has a significant positive impact on student motivation and engagement in chemistry lessons. The use of strategies such as games, rewards, competitions, and puzzles not only boosts students‘ interest in the subject but also helps with retention and makes learning more interactive. These findings support existing literature on the effectiveness of gamification in education. However, the variation in responses regarding the impact of gamification on confidence and collaboration highlights the need for further research to explore how different students perceive and benefit from these strategies