DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

This study is to investigate the ways of sustaining student's interest in Chemistry in Senior Secondary Schools SS one (1) in Egor Local Government Area of Edo State. Four research questions were raised in order to carry out this study. Data were collected through questionnaires that were randomly distributed to five schools in the Local Government Area. The techniques used for analysis were the simple frequency, percentage and mean based on a four point Likert scale. The population of the study was 4639 but the sample was 100 students randomly selected. Five (5) schools were randomly selected from the thirteen
(13) Senior Secondary Schools in Egor Local Government Area of Edo State. To ascertain the reliability of the instrument, pilot testing was carried out on twenty (20) SS 1 students from a mixed public senior secondary school. Based on the research it was discovered that chemistry teachers stimulate their students’ interest during teaching, secondly, the interest of students in chemistry can be sustained in them, thirdly, the availability and usability of laboratory facilities can sustains student's interest in chemistry, lastly teachers teaching method can be used to sustain student interest in Chemistry. In overall, student's
interest in Chemistry can be sustained by different ways in all public senior secondary schools.

This study examines the adequacy of biology laboratories in selected secondary schools in Ovia North East Local Government Area of Edo State. Using a structured checklist, the study assessed the availability and functionality of essential laboratory facilities in five schools: NIFOR Secondary School, Army Day Secondary School, Ekosodin Secondary School, Ezoma College, and Ebomisi Secondary School. The checklist covered key parameters, including laboratory infrastructure, availability of standard equipment, reagents, safety measures, and the presence of trained laboratory personnel.
Findings indicate that while some schools possess basic laboratory structures, most lack essential equipment, consumables, and proper maintenance. Inadequate funding, poor supervision, and insufficient training for laboratory staff were identified as major challenges. The study highlights that these deficiencies negatively impact students' practical knowledge, problem-solving skills, and overall performance in biology.
The implications of these findings suggest the urgent need for increased government and stakeholder intervention to enhance laboratory conditions. Providing modern equipment, ensuring regular supply of reagents, employing skilled personnel, and implementing routine maintenance would significantly improve practical science education. Addressing these gaps is crucial in fostering students’ interest and competence in biology, ultimately contributing to the advancement of science education in the region.