Department of Curriculum and Instructional Technology

This study examined the factors affecting the effective teaching of physics practicals in senior secondary schools in Ikpoba-Okha Local Government Area of Edo State. The study specifically examined infrastructural challenges influencing physics practical teaching, the availability and adequacy of physics laboratory equipment, and the qualification and teaching experience of physics teachers conducting practical lessons. A descriptive survey research design was adopted for the study. The population consisted of physics teachers in senior secondary schools within the study area, from which a sample of 50 teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Teachers’ Questionnaire on the Effective Teaching of Physics Practicals. The instrument was validated by experts and the collected data were analyzed using mean, standard deviation, frequency, and percentage. A criterion mean of 2.50 was used for decision making. Findings revealed that inadequate laboratory space, poor electricity supply, insufficient sitting arrangements, lack of functional laboratories, and limited time allocation significantly affect the teaching of physics practicals. The results also showed that although some laboratory equipment are available, many are inadequate or not properly maintained, thereby limiting effective practical instruction. Furthermore, the majority of physics teachers were found to be academically qualified and experienced, with most having five years and above teaching experience, which positively influences practical teaching effectiveness. Based on the findings, the study concluded that infrastructural deficiencies and inadequate laboratory equipment remain major barriers to effective physics practical teaching despite the presence of qualified teachers. It was therefore recommended that government and school authorities should provide adequate laboratory facilities, ensure sufficient and functional physics equipment, improve electricity supply, and support continuous professional development for

The study investigated the influence of Social Studies education on students’ attitude towards environment conservation in public junior secondary schools in Egor Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The descriptive survey research method was adopted for the study. The population for this study was made of all the 5,109 public junior secondary school students in the 12 public junior secondary schools in Egor Local Government Area of Edo State. The sample size for the study was made up of 120 respondents. For data analysis, mean and standard deviation were used to calculate the research findings. The findings from the study include that there is a positive attitude of students towards environment conservation in public junior secondary schools in Egor Local Government Area of Edo State. It was concluded that there is a significant influence of Social Studies on students’ attitudes and behaviours towards protecting and preserving their immediate environment. The study recommended among others that teachers of Social Studies should be provided with regular training and workshops on modern methods of teaching environmental conservation, ensuring that lessons are both engaging and impactful.

This study investigated undergraduate students’ self-efficacy in using Learning
Management Systems (LMS) and its influence on their engagement in academic activities and overall academic performance. Self-efficacy, defined as an individual’s belief in their own capabilities to successfully perform a specific task or achieve a desired outcome, is a critical predictor of motivation and learning in digital education environments. The research employed a descriptive survey design, collecting data from 100 randomly selected undergraduate students at the University of Benin, Benin City, Edo State. Data were gathered using a structured questionnaire and analyzed using descriptive statistics, including mean scores. The findings consistently revealed a strong positive relationship between students’ self-efficacy in using LMS and their academic engagement and performance. Students with higher self-efficacy in using LMS were found to sustain engagement by remaining actively involved in their coursework, logging in regularly, and following lectures. Furthermore, confidence was shown to increase participation, as these students were more likely to engage in academic discussions, encouraging interaction and communication. Crucially, confident students invested greater effort and time in online academic tasks and persisted even when facing challenges. These behaviors translate directly into enhanced performance, as their self-efficacy improved their ability to perform well in assessments, understand course content better, and ultimately achieve higher grades. The study concludes that self-efficacy is a crucial psychological factor that determines the effective utilization of LMS platforms, serving as a motivational and cognitive driver for both student engagement and academic success. This work addresses the need for context-specific evidence in Nigerian higher education, highlighting that access to technology alone is insufficient; students' belief in their ability to use these systems effectively is paramount for maximizing the benefits of digital learning.

The study investigated the impact of scheduling and timetable clashes on academic performance of integrated science students. Five research questions were raised to guide the study. Descriptive survey research design was adopted by the study. The population of the study comprised of all science education students in of the selected university. Specifically, the study focused on 150 students in integrated science, chemistry education, and biology education. They were selected from the population using the stratified random sampling technique. The questionnaire was the instrument used for data collection. The validity of the instrument was validated by the researcher’s supervisor. The data collected were analyzed using descriptive statistical methods, frequency counts at 0.05 level of significance. The result of the reliability test yielded a Cronbach Alpha coefficient of 0.84, which indicates a high level of internal consistency of the instrument. The study found that many students experience timetable clashes, including lecture overlaps and scheduling conflicts, during their academic activities. It also revealed that timetable clashes vary across academic levels, with students in higher levels (especially 300 and 400 levels) facing more scheduling challenges due to heavier workloads and course combinations. Furthermore, Integrated Science students were found to experience more timetable-related problems because they take courses from multiple science departments, affecting both male and female students. Based on the findings, the study recommends that university management adopt effective timetable planning, computerized scheduling systems, and balanced academic schedules while encouraging students to develop time-management skills in order to reduce timetable clashes, minimize stress, and improve academic performance.

This study sought to examine the influence of audio – visual teaching aids on students’ motivation and engagement in chemistry. Three research questions were raised to guide the study. A descriptive survey design was employed. Seventy (70) chemistry students formed the sample for the study, thirty (30) item structured questionnaires on a four point rating scale developed by the researchers were used for data collection. The instrument used for data collection was face validated by the supervisor and other experts in the Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, Benin City, Edo State. The questionnaire was administered to the respondents by the researcher with the assistance of trained research assistants. The simple random sampling technique was used for this study. After the administration of the instrument to the respondents, the data obtained were analyzed using mean and standard deviation. The research explores how multimedia resources such as videos, animations and interactive simulations influence students’ interest, participation and academic performance. The finding suggests that audio-visual teaching aids can significantly enhance students’ motivation and engagement in chemistry, leading to improved academic outcomes. The study provides insights into the effective integration of technology – enhanced learning tools in chemistry education, highlighting the potential for increased student participation and deeper understanding of complex concepts

The study examined the Identifying and Correcting Misconceptions in Basic Science concepts among junior secondary school student in Ovia west local government area, five research questions was raised to guide this study; The population of the study consist of all the one hundred and ninety-six (196) teachers from the 23 public Junior secondary schools in Ovia north east Local
Government Area of Edo State. (Edo State Ministry of Education, 2024.) The sample size selected for this study is one hundred and twenty five (125) Junior Secondary School Teachers, selected randomly using simple random sampling technique. from the 23 public Junior secondary schools Ovia north east Local Government Area of Edo State The findings of the study revealed that; A significant number of students in the study displayed misconceptions in fundamental science concepts such as the laws of motion, chemical reactions, and basic biological processes. These misconceptions were often the result of prior misconceptions carried from earlier educational stages.The majority of misconceptions originated from insufficient teaching resources and a lack of interactive learning methods. Many students relied heavily on rote memorization rather than
understanding the underlying principles. The following recommendations were made;Regular professional development workshops for teachers should be implemented, focusing on identifying and correcting misconceptions in science. Teachers should be equipped with strategies to address misconceptions effectively in the classroom. Schools should integrate more interactive teaching methods, such as experiments, demonstrations, and simulations, to engage students and correct misconceptions. These methods encourage deeper understanding and help students visualize abstract concepts.

This study investigated students’ conceptual understanding and misconceptions in genetics among Senior Secondary School II Biology students in public secondary schools in Egor Local Government Area, Benin City, Edo State. Three research questions guided the study. A descriptive survey research design was adopted for the study. The population comprised all Senior Secondary School II Biology students in public secondary schools within the study area, while a total of 400 students were selected using a multistage sampling technique. Data were collected using a researcher developed instrument titled Genetics Conceptual Understanding and Misconception Diagnostic Test. The instrument consisted of two sections. Section A collected demographic information, while Section B contained a 40 item two tier multiple choice test covering Mendelian inheritance, chromosomal concepts, molecular genetics, and genetics applications. Each correct response in Tier 1 and Tier 2 was awarded one mark, giving a total obtainable score of 80. The reliability of the instrument was established using the Cronbach Alpha method, which indicated that the instrument was reliable. Data collected were analysed using descriptive statistics such as frequency counts, percentages, mean, and standard deviation to answer the research questions, while inferential statistics using the independent samples t-test were employed to test the gender difference with the aid of the Statistical Package for the Social Sciences. Based on the findings, it was recommended, among others that biology teachers should adopt interactive and student centred teaching methods that promote conceptual understanding rather than rote memorisation. Strategies such as concept mapping, group discussions, and problem based learning should be encouraged

This study investigated students’ conceptual understanding and misconceptions in genetics among Senior Secondary School II Biology students in public secondary schools in Egor Local Government Area, Benin City, Edo State. Three research questions guided the study. A descriptive survey research design was adopted for the study. The population comprised all Senior Secondary School II Biology students in public secondary schools within the study area, while a total of 400 students were selected using a multistage sampling technique. Data were collected using a researcher developed instrument titled Genetics Conceptual Understanding and Misconception Diagnostic Test. The instrument consisted of two sections. Section A collected demographic information, while Section B contained a 40 item two tier multiple choice test covering Mendelian inheritance, chromosomal concepts, molecular genetics, and genetics applications. Each correct response in Tier 1 and Tier 2 was awarded one mark, giving a total obtainable score of 80. The reliability of the instrument was established using the Cronbach Alpha method, which indicated that the instrument was reliable. Data collected were analysed using descriptive statistics such as frequency counts, percentages, mean, and standard deviation to answer the research questions, while inferential statistics using the independent samples t-test were employed to test the gender difference with the aid of the Statistical Package for the Social Sciences. Based on the findings, it was recommended, among others that biology teachers should adopt interactive and student centred teaching methods that promote conceptual understanding rather than rote memorisation. Strategies such as concept mapping, group discussions, and problem based learning should be encouraged

This study examines teachers’ perceptions of the influence of computational thinking (CT) on Indigenous language learning in Nigeria. Computational thinking, recognized as a critical 21st-century skill, encompasses problem-solving processes such as abstraction, pattern recognition, decomposition, and algorithmic reasoning, and its integration into language education has been proposed as a means of enhancing learner engagement, comprehension, and creativity. However, the effectiveness of this integration depends largely on teachers’ readiness, attitudes, and the level of institutional support available, which prompted this study to specifically explore the perceived benefits and challenges of applying computational thinking in Indigenous language teaching, evaluate teachers’ level of ICT preparedness, and identify the support systems required for its effective implementation. The study, which was guided by research questions focusing on teachers’ perceptions of these benefits, the challenges encountered, their level of ICT competence, and the needed support systems, adopted a descriptive survey research design targeting Indigenous language teachers in secondary schools within Oredo Local Government Area of Edo State. Data were collected through a structured questionnaire designed to capture teachers’ perceptions, experiences, and competencies related to computational thinking and ICT usage, and the collected data were subsequently analyzed using mean scores and standard deviations to determine trends and patterns in responses. The findings revealed that computational thinking offers significant educational benefits, including improved learner engagement, enhanced vocabulary development, and strengthened problem-solving skills, though several challenges were also identified, such as limited training opportunities, inadequate ICT facilities, increased time required for lesson preparation, and concerns regarding the cultural relevance of digital learning activities. Furthermore, the study showed that although teachers possess basic ICT skills, many lack the confidence to implement innovative digital teaching strategies; therefore, the study concludes that computational thinking has strong potential to enhance Indigenous language learning when supported by adequate training, technological infrastructure, and enabling policies. Consequently, it recommends that educational authorities and policymakers provide targeted professional development, improve access to ICT resources, and promote collaboration among teachers, technology experts, and community stakeholders to ensure an effective and culturally responsive integration of computational thinking in language education.