DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

The purpose of the study was to examine the difficult topics in school biology as perceived by students in Egor local government area, Edo state. The study was motivated from the consistent decline of students performance in biology. The aim of the study is to identify the specific Biology topics students perceive as difficult, examine the factors responsible for their difficulties, and suggest possible solutions to enhance the teaching and learning of Biology. The descriptive survey design was adopted for this study. The population comprise of about (18,207) Secondary School students across Egor local government area with SS2 students as focus. A simple random sampling technique was used to select a sample of 120 students from five secondary schools schools in Egor(three public and two private). A self structured questionnaire with four sections were used as research Instrument to collect data from the sample population. The validity of the instrument was confirmed by the supervisor and the reliability of the instrument was tested using the test-retest method. The questionnaire was administered physically to respondents and a period of one week was used for administration and collection of questionnaires. The data collected were analysed using descriptive statistics involving frequency counts and percentage. The findings of the study revealed that a higher population of the SS2 students perceived majority of their topics as difficult. Topics such as Adaptation, Ecology and Microorganisms were perceived as difficult by majority of the students. The factors behind these difficulties as stated by the respondents were high technicality of terms, abstract nature of the topics and lack of practical demonstrations. Furthermore various guidelines were outlined such as use of more practical demonstrations and experiments in the teaching process, use of visual aids and simplification of terms and curricula in order to enhance the understanding of these difficult topics and improve the general teaching and learning of biology. The researcher concludes that indeed there is a high level of difficulty in the understanding of major biology and topics by secondary school students which inquires the intervention of both the teachers, school management, Education bodies(FME, NERDC, WAEC, etc) as well as the students themselves who are expected involve themselves in peer/group discussion and learning and also learn to apply intrinsic motivation towards their studies. Everyone has a role to play in order to mitigate this problem of difficulty in understanding biology topics. The roles the aforementioned are expected to play in order to actualise this are mentioned in the subsequent chapters.

This study investigates the Influence of Continuous Professional Development (CPD) on students' academic performance in Biology in Ovia North-East Local Government Area of Edo State, Nigeria. The purpose of this Study was to determine the extent to which Continuous Professional development programs attended by Biology teachers influence their instructional delivery and subsequently enhance their students’ academic achievement. The design adopted in this study was a quantitative descriptive survey research design was adopted for the study. The population comprised 50 Biology teachers in the 26 public secondary schools within Oviah North-East LGA, while a purposive sample of 50 teachers was randomly selected for data collection. The standard Instrument used to gather data was a structured questionnaire which assessed teachers’ participation in CPD, the effects on their students, the challenges that limit them and recommendations and suggestions to improve CPD for Teachers. The Questionnaires was validated by two lecturers in the faculty of Education. The reliability was establish using the Cronbach alpha’s method. Descriptive statistics such as frequency counts and percentages were employed to analyze the data. The Findings revealed that most Biology teachers regularly engaged in CPD activities, including workshops, online courses, and peer collaboration, and that these programs significantly improved their teaching competence. However, limited institutional support, inadequate funding, and lack of incentives were identified as challenges hindering CPD accessibility and effectiveness. Based on these findings, it is recommended that school administrators and Education policymakers invest more in CPD programmes by providing regular training opportunities, resources, and incentives to motivate teachers. Such efforts are essential in improving Biology teaching and learning experience, and fostering academic success among secondary school students.

This study investigated the influence of gamification on student’s engagement in learning Mathematics through the Research Questions such as How does the use of gamification strategies influence students’ levels of engagement in learning mathematics compared to traditional teaching methods? What specific game elements are most effective in enhancing students’ motivation and participation in mathematics? What are the factors influencing effectiveness of gamification in mathematics? To what extent does gamification impact the cognitive, emotional, and behavioral dimensions of student engagement in mathematics? What are the challenges affecting the implementation of gamification in mathematics education? The research design employed was the descriptive survey research design. The Simple random technique was used to select students using gamification in learning mathematics. The instrument that was used for the data collection was a structured questionnaire. The instrument was administered by the researcher. The data was analyzed using descriptive statistics showing mean and standard deviation On the basis of the findings made in the study, we conclude that most of the responses on how does the use of gamification strategies have influence on students’ levels of engagement in learning mathematics compared to traditional teaching methods, Most of the responses on specific game elements have effects in enhancing students’ motivation and participation in mathematics, most of the responses on the factors influencing effectiveness of gamification in Mathematics have impact on students engagement in learning Mathematics, Most of the responses on extent of gamification impact the cognitive, emotional, and behavioral dimensions of student engagement in Mathematics and there are challenges affecting the implementation of gamification in Mathematics education. The implications of this study highlight the need for continuous professional development programs, adequate provision of gamification resources, and supportive school policies to encourage the integration of gamified strategies in mathematics education. Conclusively, the results emphasize that teachers who lack sufficient training or access to necessary resources face challenges in effectively implementing gamification in their lessons. The researcher recommends that workshops and capacity-building programs be organized to enhance teachers' understanding of gamification techniques, improve their ability to design engaging learning experiences, and ultimately enhance students' participation and performance in mathematics.

The study was carried out to investigate the problems of teaching Biology practical in some selected secondary schools in Egor LGA, Edo. Four schools were randomly selected, as sample, out the secondary schools in Egor 120 students and 12 teachers were randomly selected from each of the sampled schools. The research material used was questionnaire to collect data from the respondents. The data obtained were analysed using t-test and percentage count. The findings showed that students problems in Biology practical is as a result of lack of poor laboratory equipments, poor attitudes of teachers toward practical. From the findings it was discovered that there is unavailability of Biology practical tools in most senior secondary schools in Egor local government area of Edo State because of Government poor funding and unavailability of qualified Biology teachers affecting students and teachers effectiveness in the teaching and learning of Biology and its practical. It was recommended that more Biology practical apparatus should be supplied by the government, so as to enhance practical knowledge of students. Teachers should encourage students to develop interest in practical activities by engaging them in practical and providing instructional materials that will challenge them to be actively involved during practical lessons, ministry of education and professional organisations like Science Teachers Association of Nigeria (STAN) should organize workshops, seminars, and conferences for Biology teachers, Biology concepts should be taught with practical activity so that the students will be science oriented.

This study investigated the influence of teacher variables on the academic performance of senior secondary school Biology students in Egor Local Government Area, Edo State, Nigeria. The objectives of the study were to determine the prevalent teacher variables among Biology teachers, examine the relationship between teachers’ professional qualifications and student performance, assess the influence of teachers’ teaching experience, evaluate the extent instructional methods affect performance, and examine teachers’ attitudes towards teaching Biology. Five research questions and three hypotheses guided the study. The study adopted an ex-post facto research design. The population comprised all Biology teachers and Senior Secondary II Biology students in Egor LGA. A purposive sample of 90 Biology teachers and a random sample of 100 students were selected. Two validated instruments, the Teachers’ Variable Questionnaire (TVQ) and Students’ Academic Performance Questionnaire (SAPQ), were administered. Data were analyzed using mean and standard deviation to answer the research questions, while Chi-square statistics, was used to test the hypotheses at 0.05 significance level. Findings revealed that the majority of Biology teachers in Egor LGA were female, professionally qualified, TRCN registered, and had over five years of teaching experience. Professional qualifications were found to significantly influence students’ academic performance. Teaching experience was also positively related to student achievement, with more experienced teachers being more effective. Instructional methods, especially student-centered approaches such as cooperative learning, demonstrations, and question-and-answer techniques, enhanced learning outcomes, while inquiry-based and fieldwork methods were less frequently employed. Teachers’ positive attitudes, including enthusiasm, punctuality, and commitment, were linked with improved student performance. The study concluded that teacher variables significantly determine the academic performance of Biology students in Egor LGA. It recommended continuous professional development, recruitment of qualified and experienced teachers, provision of adequate instructional resources, diversification of teaching methods, and motivation of teachers through incentives and recognition.

The investigation on The Effect of Inadequacy of Science Instructional material on the Academic Performance of Biology Students in Ovia North-East LGA, Edo State, Four (4) research questions served as its guidelines, and it used a descriptive survey study design. It sought to find out how many schools in Ovia North-East LGA will have adequate science instructional materials? Will there be significant effect of instructional materials on the academic performance of science students? Will there be significant effect of instructional materials on students' academic performance in biology based on gender, and on students' academic performance in biology based on the type of school?. The study employed a sample of Biology students in Ovia North-East LGA and a total of (100) respondent which were collected from three public schools and three private schools. The researcher-developed questionnaire titled Questionnaire on the Effect of Inadequacy of Science Instructional Material on the Academic Performance of Students in Biology used as the data collection tool. There are twenty (20) items on the questionnaire. To respond to Research question 1, descriptive statistics such as mean were used while Research question 2-4 which had hypotheses were tested using Chi- square.

This study investigated the awareness, perceptions, and attitudes of Computer Education lecturers toward Artificial Intelligence (AI) at the University of Benin, Benin City, Edo State. To achieve this, four research questions were formulated to guide the research process. A descriptive survey research design was adopted for the study. A structured questionnaire titled Awareness, Perceptions, and Attitudes of Computer Education Lecturers Toward Artificial Intelligence was used to collect data. Descriptive statistics such as mean, frequency, and percentage were used to answer the research questions, while inferential statistics, including the Independent Samples t-test and One-Way ANOVA, were used to test the hypotheses at the 0.05 level of significance.

This study investigated the effect of the Jigsaw Cooperative Learning Strategy (JCLS) on secondary school students' achievement and retention in Ecological Succession in Biology. The study adopted the quasi- experimental pretest-posttest, non-ramdomized non-equivalent control group design. The study was guided by five research questions and five corresponding null hypotheses, which were tested at a 0.05 level of significance. The population for the study consisted of all senior secondary school students in public schools in Egor Local Government Area of Edo State, Nigeria. The instruments used for data collection were the Biology Achievement Test on Ecological Succession (BATES) and the Biology Retention Test on Ecological Succession (BRTES), both of which consisted of 25 multiple-choice questions which were drawn from the West Africa Senior School Certificate Examination past questions. Data collected were analyzed using mean, standard deviation, t-test, independent sample t-test and Analysis of covariance (ANCOVA).

This study evaluated the impact of teachers’ training on the implementation of Integrated Science curriculum in junior secondary school in Ovia North East L.G.A of Edo State. Four research questions were raised to guide this study. The study adopted descriptive survey research design. The population of this study
comprises of thirteen (13) public junior secondary schools with two hundred and fifty (250) teachers in Ovia North East Local Government Area of Edo State. The respondents were the one hundred and fifty (150) public junior secondary school teachers in Ovia North East Local Government Area in Edo State. The sample size of five (5) schools was selected using the simple random sampling technique and thirty (30) teachers were selected from each sampled school making one hundred and fifty (150) teachers as respondents using convenience sampling technique. The instrument used for data collection is a self-constructed questionnaire. The measuring instrument for this study was subjected to her supervisor for validation. The comments, suggestions and corrections from the supervisor were effected in the final draft of the instrument. The data
the study revealed that inadequate implementation of curriculum affect teaching and learning of Integrated Science in junior secondary school. Insufficient teachers’ training contributes to poor academic performance and weak scientific literacy. Poor mastery of integrated pedagogical approaches affect teaching and learning of integrated science curriculum. There are possible measures that can be taken to minimize the poor teacher training on the implementation of Integrated Science curriculum such as organize periodic in-service training, seminars, and workshops to update teachers oncurrent trends well-equipped laboratories and resource centers make it easier for teachers to conduct hands-on activities and experiments and many more. Based on the findings stated above, the following recommendations were made; Colleges of Education and
universities should update Integrated Science teacher-education curricula to reflect current trends in science education, inquiry-based learning, and ICT integration. Ministries of Education should organize periodic workshops, seminars, and refresher courses on new teaching methods, curriculum changes, assessment strategies, and practical science activities. Government and school administrators should supply adequate laboratory materials, equipment, and ICT tools. Professional development should focus not only on content but also on how to teach integrated concepts effectively. Finally, schools should create platforms where Integrated Science teachers can share challenges, lesson plans, teaching aids, and innovative ideas

The study examined Interdisciplinary Approaches Teaching Concepts in Social Studies in Ovia North East Local Government Area. The study was to examine is to explore and understand the perceptions, benefits, and challenges associated with the
integration of interdisciplinary approaches in social studies education within the context of Ovia North East Local Government Area (LGA). Four research questions were raised; What are interdisciplinary approaches? What are the perceptions of social studies educators regarding interdisciplinary approaches in social studies education? How can interdisciplinary approaches enhance the effectiveness of the social studies curriculum in fostering critical thinking and holistic understanding? What challenges are associated with implementing interdisciplinary approaches in social studies education among teachers in Ovia North East LGA?
The design of the study was a survey research design. The population of the study consists of one hundred and thirty five (135) social studies teachers in Ovia North East Local Government Area. The sample size selected for this study is seventy (70) teache