Department of Curriculum and Instructional Technology

The secondary school system of education in Nigeria assumes the role of training and producing students for tertiary institutions and manpower for national development and world of work. The general poor academic performance of students in Mathematics has become a source of great concern to all the stakeholders in education particularly the Mathematics educators, parents and the government. Educational Game is one of the strategies that have been found to enhance the attitude and academic achievement of students in many subjects including Mathematics. But many Mathematics teachers lack the knowledge of the role of Mathematical Games. The study therefore, examined the effects of Mathematical Games on 6 public senior secondary students’ academic performance in Mathematics in Egor, Edo State, Nigeria. The researchers adopted a quasi- experimental research design and used simple random sampling technique to select a secondary school for the study. A total of 100 students (32 experimental and 41 control groups) were involved in the study. The experimental group was exposed to Mathematical Games during the teaching of Mathematics for a period of three weeks while the control group was not exposed to Mathematical Games. Mathematics Performance Test (MPT) was used for data collection on students’ academic performance. The findings of the study revealed that the use of Mathematical Games has a significant positive effect on the academic performance of the students in Mathematics; the use of Mathematical Games was beneficial to students irrespective of their gender and scoring ability. It was recommended among other things that government should provide Mathematical Games for secondary school students and Mathematics teachers should incorporate the use of Mathematical Games into the teaching and learning of Mathematics.

This study focuses on enhancing student teaching effectiveness through reflective practice: a case study of University of Benin. The study employed four objectives which includes to examine how student teachers at the University of Benin understand and engage in reflective practice; to assess the perceived impact of reflective practice on the effectiveness of student teaching; to examine the relationship between students teachers reflective practice, class management and student engagement; and to find out if technology enhances reflective teaching practice, using digital aid. The study adopted the survey design using questionnaire as instrument of data collection. The data was analyzed using frequency and percentage tables, the results showed that most student teachers are aware of the concept of reflective teaching practice, but few have received formal instruction or training on how to apply it systematically during their teaching practice. The results also showed that a significant number of student teachers do not perceive reflective practice as directly improving their teaching effectiveness. The results indicate that student teachers are actively engaging in reflective practices to some extent; however, there is a clear need for these strategies to be more deliberately and systematically integrated into the teacher education curriculum at the University of Benin. The study recommended that there is a critical need for reflective practices to be formally integrated into the teacher education curriculum through structured activities, mentoring, and training to enhance student teaching performance. Workshops, seminars, and classroom sessions should be organized to teach student teachers how to engage in effective reflective practices, including the use of journals, self-assessment tools, and peer feedback. Student teachers should be given regular assignments that require them to reflect on their teaching, identify areas for improvement, and propose specific strategies for development. Schools used for teaching practice should promote a culture that values and supports reflective teaching through regular discussions, feedback, and collaborative learning environments.

The study investigated teacher's perception on the Causes of Failure of Students in Biology in Secondary Schools in Egor Local Government Area of Edo State. In order to achieve the objectives of the study, two research questions and one null hypotheses were formulated to guide the study. Descriptive survey study research design was adopted by the study. The population of this study consisted of all Biology teachers in the thirteen (13) public secondary schools in Egor Local Government Area of Edo State. The number of teachers for this study is made up of thirty (30). The sample for the study was 30 Biology teachers from ten (13) randomly selected public secondary schools. The purposive sampling technique was adopted by the study to select the entire thirty (30) Biology teachers to make up the sample for the study. A structured questionnaire titled: "Teachers' Perception of the Causes of Failure of Students in Biology Questionnaire" (POTBQ) was used for data collection. The instrument was validated by three experts, the researchers' supervisor and two experts in Department of Curriculum and Instructional Technology, University of Benin, Benin City. Their opinions, suggestions and recommendations of these experts was used to produce the final instrument. The questionnaire were personally administered to all the respondents in the various schools after due permission was obtained from the principals. This was done in collaboration with the help of the subject teachers in the school who assisted with the distribution and collection of the questionnaire. The data collected were analyzed using descriptive statistics of frequency, mean (x), and standard deviation (SD). Frequency, mean and standard deviation was used to answer the research questions. The study found that Inadequate training of teachers affects students' performance and there are no adequate instructional materials for the teaching and learning of Biology and in most school the teachers do not make use of instructional materials. Based on the findings of the study, it was recommended amongst others: The government should put into consideration professional training and qualifications of teachers during employment to ensure better outcomes during examinations. With this, only teachers with professional qualifications should be employed to teach Biology in our Secondary Schools.

This study examines the challenges of implementing Biology curriculum in senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The purpose of the study is to determine the challenges faced by both students and teachers during the implementation of the Biology curriculum and to ascertain the impact on students’performance academically. A descriptive survey design was adopted for this study, the sample of the study study comprised of 40 teachers from selected senior secondary schools, data was elicited from the respondents using a questionnaire which was validated and proven to be reliable. The data retrieved from the respondents were analysed and the findings of the study revealed that teachers face many challenges during the implementation of the Biology curriculum and such challenges impact their ability to adequately carry out their duties thereby affecting the performance of students in Biology, some of the challenges revealed includes,poor teacher training, insufficient teaching aids and resources, inadequate teaching methods and overcrowded Biology classrooms and these challenges were proven to negatively impact students’ performance in Biology. The study concluded that several challenges hinder the Implementation of the Biology curriculum in senior secondary schools and these challenges has been proven to negatively impact students’academic performance, it is recommended that more funds should be allocated to the educational sector in order to boost the adequacy of the Biology laboratory and curriculum developers should review the Biology curriculum and lessen it's breadth and width and policy makers should increase the amount of time allocated to Biology practicals and lessons and ensure that such laws are being obeyed. School administrators should also ensure that the approved ratio of students to teachers are enforced in classrooms.

This study examined the impact of Artificial Intelligence (AI) usage on the learning engagement of Chemistry Education undergraduate students at the University of Benin. The study adopted a descriptive survey design and involved a sample of 100 students randomly selected from different levels of the Chemistry Education program during the 2024/2025 academic session. A structured questionnaire titled Artificial Intelligence Tools and Learning Engagement Questionnaire (AITLEQ) was used for data collection. The instrument was validated by experts, and its 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 revealed that Chemistry Education students make frequent use of AI tools such as ChatGPT, Google Gemini, and adaptive learning platforms for academic purposes. The results showed a positive relationship between AI usage and students’ learning engagement across behavioral, emotional, and cognitive dimensions. Specifically, AI tools enhanced students’ motivation, confidence, and participation in learning activities, while helping them understand complex chemistry concepts and manage study routines effectively. However, the study also identified several challenges hindering optimal AI use, including poor internet connectivity, high data costs, and limited institutional support. Based on these findings, the study concluded that the use of Artificial Intelligence significantly improves students’ engagement, learning efficiency, and academic productivity. It recommended that universities strengthen internet infrastructure, integrate AI literacy into teacher education curricula, and provide adequate institutional support to foster effective AI adoption. The study also suggested that further research should explore AI’s long-term effects on academic achievement, cross-disciplinary comparisons, and lecturer readiness for AI integration in Nigerian higher education.

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.

This study investigated the problems militating against the effective use of Artificial Intelligence (AI) in the teaching and learning of Chemistry in public secondary schools within Egor Local Government Area of Edo State, Nigeria. Guided by a descriptive survey design, the study sampled 100 respondents comprising 40 Chemistry teachers and 60 students drawn from selected public schools. A structured questionnaire and brief interviews were employed to gather data, which were analyzed using frequency counts, percentages, and mean statistics. Findings revealed that AI integration in Chemistry education is significantly low, with minimal availability and usage of AI tools such as virtual laboratories, simulations, and intelligent tutoring systems. Major barriers identified include inadequate infrastructure such as erratic electricity supply, poor internet connectivity, insufficient computers and digital devices and lack of technical support. The study further established that teachers, though generally willing to adopt AI, possess low competency levels due to limited training and poor exposure to AI-based instructional tools. Additionally, weak policy implementation, inadequate funding, and bureaucratic delays were found to hinder the effective deployment of AI initiatives in public schools. Despite these challenges, respondents strongly agreed that AI has the potential to enhance learning outcomes in Chemistry if properly integrated. The study recommends sustained government investment in digital infrastructure, continuous teacher training on AI pedagogy, curriculum reform to incorporate AI concepts, and strengthened partnerships between schools and private technology organizations. It concludes that effective AI integration requires a coordinated multi-stakeholder approach that addresses infrastructural deficits, builds teacher capacity, and ensures consistent policy execution, thereby positioning Chemistry education for improved innovation and student engagement

The main objective of this study was to investigate the impact of single parenthood on students’ academic performance in Ikpoba-Okha Local Government area, Edo State. In order to achieve this aim, literature was reviewed under the concepts of study. The survey research design was used. Questionnaire was used as instrument for data collection. Purposive sampling technique was employed in selecting the schools while the simple random sampling technique was used to select the participants of the study. The sample size of the study constituted of 100 students selected from a total student population of some selected secondary school in Ikpoba-Okha. The data was analyzed using SPSS version 25.0 to produce descriptive statistics. Data were presented on tables and charts with frequency and percentages. The findings of this study reveal that single parenting influences the academic achievement of the children as most single parents do not have a reliable source of income, do not always pay their children’s fees on time, do not provide most of their school needs (textbooks, school bag and shoes) and do not regularly provide food for their children before and after school. Also, it was revealed that the educational attainment of single parents influences the academic performance of students as more than half of single parents in Ikpoba-Okha were uneducated; do not always check their children’s books at home; do not always create time to do assignments with their children at home; do not always attend PTA meetings in school and do not always create time to discuss with them about school. Findings also show that, single parenting is caused by unfaithfulness, marital violence, premarital pregnancy, poverty, divorce and death of spouse. Based on the findings, the study made some recommendations to the Ministry of Family and social welfare, school administrators and Parents.

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.