Department of Curriculum and Instructional Technology

The study investigated the perception of students on the adoption and challenges of e-learning platforms among undergraduates at the University of Benin. It focused on understanding how students view e-learning, the extent of its adoption, the obstacles encountered during usage, and the factors influencing their willingness to continue using such platforms. A total of two hundred (200) undergraduate students across various faculties participated in the research. Data were collected using a well-structured questionnaire and analyzed through mean and standard deviation. The stratified random sampling technique was adopted to ensure adequate representation of the different faculties within the University.
The findings of the study revealed that students hold diverse perceptions toward the use of e-learning platforms. While many students find platforms like Zoom and Microsoft Teams useful and effective for interactive learning, others expressed concerns regarding accessibility and usability. The overall adoption rate of e-learning was found to be positive, with students utilizing different platforms for academic activities and skill development. However, several challenges such as high internet data costs, poor power supply, and limited technical support were identified as significant barriers that affect students’ learning experience. Ease of use and accessibility of learning materials also played a major role in influencing students’ willingness to engage with these platforms. Based on these findings, the study concludes that e-learning adoption among students is encouraging but still faces infrastructural and technical constraints.

This study examined the assessment of the psychological factors faced by undergraduate biology students. Four research questions were raised and answered. A descriptive survey research design was used and a questionnaire was adopted to solicit information from the respondents, four research questions were used as a guide to research and a sample of the study comprised of 60 Students, Mean, standard Deviation, criterion Mean we're used to analyze the Data collection to answer the research questions. The reliability of the instrument was calculated using the cronhbach’s Alpha coefficient and the reliability stood at to be 00.85.

Findings of the Study revealed that these psychological factors self-efficacy, anxiety, depression and stress faced by these undergraduate biology students play a crucial role on each of their academic pursuits and was recommended that these students should build up High self-efficacy in order to attain good success and surpass challenging tasks ,Seek counselling services whenever feelings of anxiety, depression or stress becomes overwhelming and lastly the university should create policies that reduces excessive academic workload and provide a balanced learning environment for science students.

This study investigated the influence of inquiry-based learning on students’ academic performance in Biology in selected secondary schools in Egor Local Government Area of Edo State. The study adopted a descriptive survey research design, using a structured questionnaire as the main instrument for data collection. A total of 100 SS2 students were randomly selected from five secondary schools within the study area. The data collected were analyzed using mean scores, standard deviation, frequency, and percentage to answer the research questions that guided the study. The findings revealed that students taught through inquiry-oriented strategies demonstrated better understanding, participation, and retention of Biology concepts compared to those taught through conventional methods. The study also found that inquiry-based learning increased students’ motivation, curiosity, and willingness to collaborate with peers. However, challenges such as inadequate laboratory facilities, large class sizes, and limited time hindered full implementation of inquiry-based teaching. Based on these findings, the study concluded that inquiry-based learning significantly enhances students’ academic performance and engagement in Biology. It therefore recommended that teachers be adequately trained on the use of inquiry methods, laboratories be well-equipped, and policies be put in place to support practical, student-centered approaches in the teaching of science subjects.

This study examines the role of technology integration in enhancing students’ academic performance in Biology in public secondary schools in Egor Local Government Area of Edo State. A descriptive survey research design was adopted, and data were collected through questionnaires from one hundred (100) students and twenty-five (25) teachers across five selected public schools in Egor Local Government Area of Edo State. The study was guided by five research questions. Data were analyzed using frequency counts, percentages, and mean scores, and the reliability of the instrument stood at 0.82 for students and 0.79 for teachers. The study revealed that the use of technology helps students understand Biology concepts better and improves their performance in examinations. It also showed that technology makes Biology lessons more interactive and engaging for learners. However, the availability of technological resources such as computers and projectors was found to be very low, and challenges like poor electricity and lack of internet access hinder effective integration. It was recommended that schools should invest more in modern technology tools and infrastructure, and provide regular training for teachers to enhance the use of technology in Biology instruction.

This study focuses on investigating the role of mobile learning apps in improving chemistry student's understanding of chemistry in Nigerian universities aiming to assess its impact on Chemistry students' Understanding. Four research questions guided the investigation, exploring the role mobile learning apps play in students' ability to recall facts, understand Chemistry concepts, conceptualize practical and motivation to learn Chemistry. This study employed a survey research design, which enabled researchers to make generalizations about the entire population based on the sample data. The population of the study consisted of 216 students. A sample of 100 students was selected from this population using simple random sampling. A 20-item questionnaire was designed to gather information from respondents. This questionnaire was validated by the researcher's project supervisor and two other lecturers. Additionally, a pilot test was conducted to determine the reliability of the questionnaire, which yielded a Cronbach Alpha coefficient of 0.701. Data were collected through questionnaire administration and the collected data underwent careful organization and tabulation to ensure clarity and accessibility, and were then analyzed to draw meaningful conclusions. Through a thorough analysis on the study guided by four research questions, the findings gotten revealed a positive impact of mobile learning apps in students' ability to recall facts, understand Chemistry concepts, conceptualize practical and students' motivation to learn Chemistry. The study recommends that lecturers promote the use of mobile learning applications that support memory recall and provide interactive tools for chemistry practical. Continuous research and investment are necessary to improve existing applications and align them with students' learning needs. Educational stakeholders should also promote awareness of the benefits of mobile learning applications. The study concludes that these applications significantly improve chemistry students' understanding and learning outcomes, making them a valuable tool in chemistry education.

The study investigated the influence of Laboratory Management on Biology
students’ Learning Outcomes in Secondary Schools in Ovia North East Local
Government Area of Edo State, Nigeria. The research specifically examined how the
adequacy and organization of laboratory facilities influenced students’ learning outcomes, determined the extent to which the availability and proper management of laboratory materials and equipment affected performance in Biology practicals, assessed the impact of the frequency and quality of laboratory-based instruction on understanding key Biology concepts, and investigated the relationship between teachers’ laboratory
management practices and students’ overall achievement in Biology. The descriptive
survey design was employed, targeting all Biology teachers and senior secondary school
students in public secondary schools in the area. A sample of 50 Biology teachers and
150 students was selected from 10 public secondary schools using simple random
sampling for schools and stratified sampling for participants within schools. Data were
collected using a validated and reliable structured questionnaire.The instrument, comprising demographic details and 20 Likert-scale items, underwent expert validation
and Cronbach Alpha reliability testing (above 0.70) via a pilot study. The data were
analyzed using descriptive statistics such as , mean scores and standard deviations with
SPSS software. The study revealed that adequate, organized laboratory facilities positively
influenced Biology students' learning outcomes, with well-equipped labs (benches, storage, ventilation, lighting, sinks) enhancing practical engagement, safety, and conceptual understanding. Availability and proper management of materials like microscopes, dissecting kits, Bunsen burners, pipettes, and balances significantly boosted practical performance, fostering competence and precision. Frequent, high-quality lab instruction (thrice-weekly) improved conceptual understanding, retention, and mastery over infrequent sessions. Teachers’ lab management practices showed a moderate positive correlation with overall achievement, rejecting the null hypothesis. Based on these findings, it was recommended that the Ministry of Education increase funding for lab facilities (benches, storage, ventilation, lighting, sinks) to enhance learning outcomes and address inadequacies. School Principals should enforce maintenance for equipment like microscopes and burners to sustain practical proficiency. Biology Teachers must hold sessions thrice-weekly with quality instruction for better retention. Teacher Training Institutions should embed advanced management practices in
programs to maintain achievement gains amid resource barriers.

Computers and Information and Communication Technology (ICT) have become essential tools in modern society, transforming how information is stored, processed, and communicated across various sectors, including education. Their integration into the classroom has significantly enhanced teaching and learning processes by providing faster access to information, reducing manual effort, and supporting interactive learning environments. In the field of biology, particularly in the study of cell biology, students often encounter difficulties in understanding abstract concepts such as cell structure and functions, leading to reliance on rote memorization rather than meaningful comprehension.
This study examines the role of ICT in improving the teaching and learning of cell biology in secondary schools, with a focus on enhancing students’ understanding through the use of digital tools such as images, animations, and 3D models. It highlights the importance of incorporating ICT into biology instruction as recommended by national education policies aimed at preparing students for higher education and the demands of a technologically driven world. The study also explores how ICT-based instructional strategies can simplify complex biological concepts, promote student engagement, and improve academic performance.
The findings suggest that the integration of ICT in biology education significantly enhances students’ conceptual understanding, especially in topics related to cell structure and functions. The study concludes that effective use of ICT can bridge the gap between abstract biological concepts and learners’ comprehension. It recommends increased investment in ICT infrastructure, teacher training, and curriculum development to fully harness the benefits of technology in science education.

This study examined the comparative academic performance of Computer Science and related students in e-learning versus physical classroom settings at the University of Benin. The background of the study highlights the global shift from traditional face-to-face interaction to digital platforms, a transition significantly accelerated by the COVID-19 pandemic, which exposed the need to evaluate the effectiveness of both learning modes. The primary objective was to determine which environment best supports educational results by analyzing student experiences with both methods. The study was guided by five research questions designed to investigate performance levels, influencing factors, and specific challenges associated with traditional and e-learning classrooms.
The methodology adopted for this study was a descriptive survey research design, which allowed for the systematic investigation of student perspectives. The population and sample consisted of 100 respondents drawn from Computer Science, Computer Education, Computer Engineering, and related ICT centers who have experienced both e-learning and physical classroom stems.
Data collection was carried out using a structured instrument titled & quot; Comparative Analysis of Students’ Performance in E-Learning and Physical Classes Questionnaire (CASPEPCQ),& quot; which was validated by experts and tested for reliability using the Cronbach Alpha method. The data obtained were analyzed using mean and standard deviation, with a benchmark mean of 2.50 used to determine the level of agreement. The findings revealed that while students appreciated e-learning for the ability to learn at their own pace (Mean = 3.54), they generally agreed that physical classes provided better hands-on learning opportunities (Mean = 3.30) and ultimately resulted in better academic performance (Mean = 2.96). Significant challenges identified included the lack of electricity and poor internet for e-learning, and overcrowded classrooms for physical sessions. The study concluded that while e-learning is superior for theoretical review, it cannot yet replace physical classes for practical courses due to infrastructural deficits. Consequently, it is recommended that the university adopt a blended learning model to leverage the strengths of both systems, while urgently upgrading power supply and internet access.

This study investigates gender disparities in mathematics achievement among secondary school students in Egor Local Government Area, Edo State, Nigeria. Using a descriptive survey design, data was collected from 154 students (103 males, 51
females) selected through multi-stage sampling from public secondary schools. The research examined four key factors: differences in mathematics achievement between genders, the influence of cultural beliefs and societal expectations, the impact of
teacher attitudes and classroom practices, and the effect of parental support. Findings revealed that while respondents perceived differences in mathematics achievement between male and female students, these disparities were primarily attributed to sociocultural factors rather than cognitive abilities. Male students received higher expectations from teachers, greater encouragement from parents, and benefited from cultural norms favoring their participation in mathematics. Independent samples t-tests showed no statistically significant differences between male and female students' perceptions regarding mathematics performance (p=0.439) and motivation (p=0.373). The study concludes that gender disparities in mathematics achievement stem largely from societal expectations, teacher attitudes, and parental support rather than inherent ability differences. Recommendations include implementing gender-inclusive teaching strategies, teacher training on bias elimination, parental education on equal encouragement, and targeted support programs for female students in STEM fields.

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