Department of Curriculum and Instructional Technology

This study investigated the influence of teachers’ characteristics on secondary school students’ learning of Biology 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 of this study comprised all the 201 teachers in the 20 senior secondary schools in Egor Local Government Area of Edo State. The sample size for the study was made up of 100 teachers representing 50% of the population. The findings from the study include that there is a significant difference in the influence of teachers’ characteristics on secondary school students’ learning of Biology between large school and small school. It was concluded that teachers’ characteristics such as qualification, professionalism, experience and teachers’ sex significantly influence secondary school students’ learning of Biology in Egor Local Government Area of Edo State. The study recommended among others that the Ministry of Education and school authorities in Egor Local Government Area should prioritize continuous professional development and training programmes for Biology teachers.

The study investigated the influence of teachers’ qualifications and experience on students’ academic achievement in Biology in public secondary schools in Ovia North East Local Government Area of Edo State, Nigeria. It specifically determined the influence of teachers’ qualifications on students’ achievement, assessed the impact of teachers’ experience, examined teaching methods used by qualified Biology teachers to enhance performance, and identified challenges faced by teachers affecting student outcomes. The descriptive survey design targeted SS2 Biology students and teachers across public schools, with a population of 1120 students and 32 teachers. A sample of 120 students and 20 teachers from 6 schools (3 urban, 3 rural) was selected via stratified and simple random sampling. Data were gathered using a validated questionnaire (4 sections, 20 Likert-scale items, Cronbach Alpha 0.703) and an academic performance checklist, analyzed with mean scores, standard deviations, and t-tests (p<0.05) via SPSS. Findings revealed significant challenges like lab shortages, power outages, textbook deficits, large classes, and funding gaps, yet students showed improved Biology scores. Teachers’ qualifications positively correlated with achievement (p<0.05), rejecting the null hypothesis, as degree-holders enhanced content delivery. Experience (over 10 years) also significantly boosted performance (t-calculated > critical, p<0.05), with veterans adapting to constraints for 15-20% higher pass rates. Based on the findings of the study, recommendations urged principals to prioritize qualifications training, state governments to incentivize experienced teachers, local authorities to supply labs and textbooks, and stakeholders to fund motivation and smaller classes for sustained gai.

This study examines the influence of classroom size in teaching and learning of mathematics in Oredo Local Government of Edo State Four research questions were raised one was hypothesized. The study employs survey research design. The population of the study comprised all students in public primary schools and mathematics teachers in Oredo LGA. According to the Edo State Ministry of Education (2024), the LGA has approximately 200 students enrolled in the targeted grades and 25 mathematics teachers, making a total accessible population of 225 respondents. The sample for this study consists sample size was initially calculated as 144 respondents. A multi-stage sampling procedure was employed to attain representativeness across the study area. First, stratified sampling was used to categorize schools within Oredo LGA into urban and semi-urban strata. From these strata, simple random sampling was employed to select five public primary schools. The findings of this study reveals The examined This study examines the influence of classroom size in teaching and learning of mathematics in Oredo Local Government of Edo State ". The questionnaire was divided into two sections, A and B. Section A focuses on the demographic or personal data of the respondent while section B contains information which bothers on the problem of this research. The studyrecommend Policy Implementation: Educational policymakers and planners should ensure that class sizes in public secondary schools conform to the recommended student–teacher ratio (1:40) to enhance learning outcomes.

The study examined comparative study on chemistry students’ performance taught in rural and urban areas in Egor Local Government Area of Edo State. The study adopted the survey design using questionnaire as instrument of data collection. The data was analyzed using percentage table to present the analysis of data sourced from the field survey. The results revealed that there is a significant difference in Chemistry students’ performance between rural and urban schools in Egor LGA. Urban students generally outperform their rural counterparts due to better access to qualified teachers, well- equipped laboratories, modern instructional materials, and a more conducive learning environment. Rural students face multiple challenges, including inadequate textbooks, limited parental and peer support, poor classroom environments, and shortages of experienced Chemistry teachers, all of which negatively affect their academic achievement. The findings confirm that school location is a major determinant of student performance in Chemistry, highlighting disparities in educational resources and support systems between rural and urban areas. The study recommends that educational authorities should prioritize upgrading laboratory facilities, classrooms, and
instructional materials in rural schools to provide a more conducive learning environment. There should be strategic deployment of qualified and experienced Chemistry teachers to rural schools, along with regular professional development programs to enhance instructional quality. Adequate textbooks, modern teaching aids, and laboratory equipment should be made available to rural schools to reduce the resource gap. Efforts should be made to involve parents and communities in supporting students’ learning through motivation, provision of study materials, and encouragement of academic pursuits. Establish mentorship and peer-support initiatives to positively influence student motivation, study habits, and academic engagement in Chemistry.

This study examined the influence of teachers’ characteristics on students’ academic performance in Biology in selected senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ academic qualifications, teaching methods, attitudes toward teaching, professional performance, and classroom management skills relate to students’ performance in Biology. A descriptive survey research design was adopted, involving 37 respondents comprising 20 students and 17 teachers selected from 13 public secondary schools in the study area. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. Findings revealed that although students perceived teachers’ characteristics as important contributors to effective teaching and a positive learning environment, these characteristics did not significantly predict academic performance in Biology. Regression results showed no significant influence of academic qualifications, teaching methods, teachers’ attitudes, professional performance, or classroom management skills on students’ Biology performance (p > 0.05 for all variables). The study suggests that students’ performance may be determined by a combination of factors beyond teacher- related characteristics, including student motivation, availability of instructional resources, home background, and broader school conditions. The study concludes that while teacher characteristics support effective classroom delivery, they are not sufficient alone to significantly shape academic outcomes in Biology. It recommends enhanced teacher development programs, improved learning resources, stronger administrative support, and holistic educational strategies that integrate teacher quality with student-centered and environmental factors. Future research is encouraged to explore additional determinants of academic performance across broader subjects and contex

.This study examined the impact of teaching experience of chemistry teachers on the teaching and learning process of chemistry in secondary schools in Oredo Local Government Area (LGA) of Edo State, Nigeria. A descriptive survey research design was adopted for the study. The population comprised Senior Secondary School II (SS II) students and chemistry teachers in public secondary schools within the study area. A total sample of 61 students and 20 chemistry teachers was selected using simple random and proportionate sampling techniques. Data were collected using two structured questionnaires designed for teachers and students, respectively. The instruments were validated by experts, and reliability was established using the test retest method. Data collected were analyzed using descriptive statistics such as frequency counts and percentages. Findings revealed that teaching experience significantly enhances chemistry teachers’ instructional effectiveness, classroom management, and ability to explain complex concepts. The results also showed that experienced teachers are more proficient in selecting and using instructional materials, conducting practical lessons, and addressing students’ misconceptions. Furthermore, the availability and effective use of laboratory apparatus were found to positively influence students’ understanding and academic performance in chemistry. The study concluded that teaching experience plays a vital role in improving the quality of chemistry instruction and students’ academic achievement. It was therefore recommended that educational stakeholders prioritize teacher retention, continuous professional development, and adequate provision of laboratory facilities to enhance chemistry teaching and learning outcomes in secondary schools.

The study was carried out to Investigate the Impact Of Instructional Materials On Computer Education In Junior Secondary Schools In Egor Local Government Area, Edo State The population of this study consists of all junior secondary school students offering Computer Education in public junior secondary schools within Egor Local Government Area of Edo State. The total student population is about 4,000 students, drawn from 20 public junior secondary schools in the area. These students form the main focus of the study because they are the direct beneficiaries of instructional materials used in teaching Computer Education and can provide valuable information on how these materials influence their understanding and academic performance. A total of 370 students were selected from the population of 4,000 junior secondary school students offering Computer Education in public junior secondary schools within Egor Local Government Area of Edo State. The sample size was determined using Yamane’s formula (1967) at a 5% level of precision, which provides a reliable representation of the entire population. The study adopted a stratified random sampling technique to ensure fair representation of students from different schools and class levels (JSS1, JSS2, and JSS3). In the first stage, schools within Egor Local Government Area were grouped as strata, and from each stratum, a proportionate number of students were randomly selected to make up the total sample of 370 students. This method was chosen to avoid bias and to ensure that students from all participating schools had an equal chance of being included in the study. The following recommendations were made; School administrators and the Ministry of Education should sustain and further improve the provision of essential instructional materials, particularly audiovisual aids (projectors and display screens) and updated instructional software, to address areas where availability was relatively moderate. Policies should be strengthened to ensure uninterrupted access to computer laboratories and internet facilities, including extended opening hours and equitable scheduling to accommodate all classes and eliminate minor access disparities. Continuous professional development programs should be organized for computer education teachers to enhance their skills in integrating multimedia, software applications, and digital tools into lessons, thereby promoting optimal utilization of available resources.

This research was carried out for the purpose of assessing the attitude of secondary school students towards the learning of chemistry a case study of secondary schools in egor local government area. The study used the descriptive survey design using 20-item questionnaire questionnaire as instrument of data collection and fifty (50) respondents were selected from 5 schools
in egor local government area. The study adopted percentage, mean standard deviation to analyse the research questions from data collected, Data analyzed using descriptive statistics, with a mean score of 2.50 indicating a positive attitude or agreement.
This study analyzed the attitudes of secondary school students towards chemistry learning in the Egor Local Government Area and investigated the influence of teaching methods and style, curriculum topics, and the sex of the chemistry teacher on these
attitudes. Key Findings showed that Students generally hold a positive attitude towards chemistry (xˉ =3.18), driven primarily by the recognition of the subject's usefulness for future careers ( xˉ=3.68). Also the Teaching methods exert a strong positive influence on student attitudes ( xˉ =3.76), with students highly favoring active and student-centered methods like encouraging questions, group work, and using real-world examples. While students appreciated practical applications, a significant proportion agreed the curriculum is "too focused on theoretical concerns" ( xˉ =3.48), suggesting a disconnect in curriculum delivery. The direct influence of a teacher's sex on overall attitude was inconclusive (xˉ =2.96), but students did perceive that male and female teachers employ different teaching styles ( xˉ =3.60), with female teachers perceived as slightly more supportive ( xˉ =3.26). The study concludes that pedagogy is paramount, with active, collaborative, and contextualized teaching methods being the most critical factors. It is recommended that chemistry teachers prioritize student-centered methods and contextualize content to
reinforce career utility. Furthermore, curriculum planners should review the theoretical load to ensure practical work and applications receive adequate time. The finding on teacher sex suggests that all teachers should be trained to foster a nurturing and
supportive classroom environment, regardless of gender.

The study investigated the influence of smart phones utilization on the student habits and
academic performance of students in tertiary institutions. The main purpose of the study
was to examine how smartphones affect students’ academic behaviour and engagement in
learning activities. Data were collected using a structured questionnaire administered to
two hundred (200) students from the University of Benin, selected through a stratified
random sampling technique. The study adopted a survey research design, and the
collected data were analyzed using mean, standard deviation, percentages, and inferential
statistics including Pearson correlation analysis, independent sample t-tests, and paired
sample correlation analysis. The findings revealed that smartphone utilization had both positive and negative effects
on students’ academic experiences. Students frequently used smartphones to support
learning through academic discussions, managing study schedules, accessing study
materials, and understanding difficult concepts, which positively influenced their study
habits. Smartphone use also enhanced students’ motivation by increasing engagement, interest, and commitment to academic tasks through interactive learning platforms. However, excessive use of smartphones for non-academic purposes, such as social media
and entertainment, could distract students and reduce the effectiveness of their study
habits and academic performance. Furthermore, the study showed that smartphones greatly improved students’ access to
educational resources, allowing them to obtain lecture materials, academic updates, and
research information conveniently. The results also revealed that the influence of
smartphones varied depending on students’ level of study, while gender and age did not
significantly affect academic outcomes or motivation. Based on these findings, the study
concluded that smartphones can serve as valuable learning tools when used responsibly. Recommendations were made for tertiary institutions, lecturers, and students to promote
balanced and academic-focused smartphone use, including integrating digital literacy
programs, setting usage guidelines, and encouraging educational applications to
maximize the benefits of smartphone technology in learning

This study examined the influence of teachers’ variables on students’ academic performance in Biology in public senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ qualifications, teaching experience, instructional methodologies, and attitudes affect students’ achievement in Biology.
A descriptive survey design was adopted, and data were collected using a structured questionnaire administered to a sample of 30 Biology teachers across 12 public senior secondary schools. The data were analyzed using frequency counts and simple percentages. The study concludes that teacher-related variables are critical predictors of Biology achievement and recommends improved teacher training, motivation, instructional resources, and professional development to enhance the quality of Biology education in the study area.