Department of Curriculum and Instructional Technology

This Study evaluated the assessment on undergraduate Biology Students knowledge on the concept of Plant Nutrition at University of Benin, Two (2) research questions served as it's guidelines, and it used a descriptive survey study design. It sought to find out the level of understanding of undergraduate biology students on the concept of plant nutrient and significantly different by sex. The study employed the descriptive survey random design of Biology students in University of Benin, Edo State and a total of (100) respondents which were collected from Biology department of University of Benin. The researcher developed achievement test questionnaire on "undergraduate Biology Students knowledge on the concept of Plant Nutrition" was used as the data collection tool. There are twenty (20) questions on the achievement test. To analyze the data collected, descriptive statistics such as simple percentage and frequency were used. The study find out that 100-200 level Students have a basic understanding of basic concepts related to plant nutrition but they lacked in-depth comprehension of plant nutrition. 300 and 400 level undergraduate students displayed a deeper comprehension and have more understanding of plant nutrition concept. The findings of the study also reveals that gender can influence educational outcomes in concept of plant nutrient, attitudes towards plant nutrition can also differ by gender, female students expressed greater interest in plant nutrition. It was suggested that the curriculum for 100-200 level students be revised to include more detailed and practical content on plant nutrition. Given that female students showed greater interest in plant nutrition, it is suggested that teaching strategies be tailored to engage both male and female students equally

This study investigates the perception on the use of projected instructional media on the academic achievement of Biology Education students in Molecular Biology at the University of Benin. It begins by establishing the background and rationale for the study, emphasizing the need for innovative instructional strategies to address students’ difficulties in understanding complex biological concepts. The problem of low engagement and comprehension in traditional teaching settings prompted an exploration into the effectiveness of projected instructional media. Four research questions were raised to guide the study. The literature review explored relevant theories on teaching and learning, such as cognitive load theory and constructivist learning theory. The constructivist perspective emphasizes that learners actively build their own understanding based on experiences and prior knowledge. In this context, projected instructional media, such as slide presentations, animations, and video demonstrations serve as tools that help students visualize and relate new information to what they already know. These media enhance interaction, promote deeper cognitive engagement, and support the construction of knowledge through exploration and discovery. The study employed a descriptive survey design and used a sample of 120 Biology Education students selected through stratified random sampling. Data were collected using a structured questionnaire that assessed students’ perceptions of projected instructional media, their level of engagement, and its effect on their comprehension and academic performance in Molecular Biology. The findings revealed a significant positive relationship between the use of projected instructional media and academic achievement. Common tools identified included PowerPoint presentations, videos, animations, virtual simulations, and digital microscopy. A large percentage of students reported improved understanding, motivation, and participation. Specifically, 82% indicated better academic performance, while 76% expressed increased interest in multimedia-based lessons. Students generally perceived these tools as effective for simplifying complex biological concepts and enhancing engagement. Further analysis showed that students who regularly engaged with these media performed better academically than those relying solely on traditional methods. However, several factors influenced their effectiveness, such as the lecturer’s teaching style, the quality and clarity of instructional
materials, students’ interest levels, and access to technological resources. Despite the benefits, challenges were also noted, including limited availability of projectors and computers, poor internet connectivity, occasional equipment malfunctions, lack of lecturer training in digital pedagogy, and the overwhelming nature of some visual content. A few students also preferred traditional instructional approaches. Overall, the study concludes that while projected instructional media significantly enhance academic achievement in Molecular Biology, addressing the identified challenges is essential to maximize their effectiveness. ix Based on the findings of this study, it was recommended among others that to improve learning outcomes in Molecular Biology, universities should integrate diverse projected instructional media, such as PowerPoint presentations, videos, animations, virtual simulations, and digital microscopy have been shown to improve conceptual understanding, foster student engagement, and simplify complex biological processes. The effective use of these technologies not only caters to various learning styles but also promotes interactive and student centered learning environments, thereby contributing significantly to improved learning outcomes in Molecular Biology.

This study investigated the effect of the Seek by iNaturalist application on students’ interest and achievement in Ecology among senior secondary school students in Ovia North East Local Government Area. The research was motivated by the need to improve students’ engagement and academic performance in Ecology, a topic often considered abstract and difficult to relate to real-life environmental issues. The study was anchored on Constructivist Learning Theory and adopted a quasi-experimental research design.

A sample of 68 SS I students drawn from two intact classes in co-educational schools participated in the study. The experimental group was taught using the Seek App, while the control group received instruction through the conventional lecture method. Data were collected using the Ecology Achievement Test (EAT) and Ecology Interest Inventory (EII), with reliability coefficients established through Cronbach’s Alpha values of 0.74 and 0.81 respectively. Data analysis was conducted using descriptive and inferential statistics, including mean, standard deviation, independent t-test, and Analysis of Covariance at a 0.05 level of significance.

The findings revealed no significant difference in the pretest mean scores of the experimental and control groups, indicating similar entry behavior before treatment. Posttest results showed that students exposed to the Seek App recorded higher mean achievement scores than those taught using the conventional method, although the difference was not statistically significant. However, a significant improvement in students’ interest in Ecology was observed among those taught with the Seek App. The study also found no significant difference between male and female students in both achievement and interest, and no interaction effect between gender and instructional method.

The study concluded that mobile-assisted learning through the Seek App enhances students’ interest and supports learning in Ecology regardless of gender. It recommends the integration of mobile learning tools into the Biology curriculum, provision of adequate technological infrastructure in schools, and continuous teacher training on the effective use of educational technologies.

This study investigated the impact of social media on the academic performance of students in senior secondary schools in Ovia North East Local Government Area. The study was guided by three research questions which examined the extent to which social media affects students’ academic performance, the positive and negative effects of social media on learning, and the challenges students encounter when using social media platforms in the teaching and learning process. A descriptive survey research design was adopted for the study.

The population of the study consisted of Biology students in senior secondary schools, and a sample of 100 respondents was selected from two private schools and two public schools within the study area. Data were collected using a structured questionnaire titled Questionnaire on Impact of Social Media on the Academic Performance of Biology Students (QISMAPBS), which contained twenty items. The collected data were analyzed using frequency counts and simple percentages.

The findings revealed that social media has both positive and negative effects on students’ academic performance. The results showed that social media can enhance students’ research abilities and critical thinking skills; however, some students feel overwhelmed when using social media for learning purposes. The study also identified challenges such as poor internet connectivity, which affects students’ ability to effectively access social media platforms for academic activities.

The study concluded that social media can serve as a useful educational tool when properly managed. It therefore recommended that educators integrate social media into their teaching strategies to improve student engagement and learning outcomes, while policymakers should develop guidelines that encourage the responsible and effective use of social media in schools.

This study investigated the relationship between intellectual achievement orientation and academic success among biology students in the University of Benin. The primary
objective was to examine how a student’s tendency to set challenging academic goals, persist in learning tasks, and remain motivated toward intellectual growth correlates with their Cumulative Grade Point Average (CGPA). To achieve the objectives of this study, four research questions were raised, and two null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a correlational survey research design. The population comprised biology education students, from which a sample size of 100 respondents was selected using the Yamane sampling formula. A Validated structured questionnaire, consisting of an Intellectual Achievement Orientation Scale and an Academic Success section, was utilized for data collection, while its reliability was established through a pilot test using the Cronbach’s Alpha method. The data obtained were analyzed using descriptive statistics, Pearson Product Moment Correlation Coefficient (PPMC), and independent samples t-test. The findings revealed that biology students generally demonstrated moderate to high
levels of intellectual achievement orientation. The results further indicated a positive and significant relationship between intellectual achievement orientation and academic
success, alongside a significant difference in performance between students with high versus low intellectual achievement orientation. Based on these findings, it was concluded that dispositional factors play a vital role in academic outcomes. Consequently, it is recommended that lecturers adopt teaching strategies that foster persistence and intrinsic motivation, and that school administrators develop programs to promote positive achievement beliefs among students.

The study was carried out to assess the impact of instructional materials in teaching and learning Biology in senior secondary schools a case study in Oredo Local Government Area. The study was guided by four research questions were raised to guide the study. The Descriptive survey research design was adopted for this study and the population of Senior Secondary School Students in Oredo Local Government Area. The sample size of one hundred students and twenty teachers made up the respondents was achieved using the simple random sampling technique. The data collected from both teachers and students were analyzed using the Cronbach Alpha statistics. An Alpha value of .78 and .72 were obtained. The data were analyzed, tabulated, interpreted and then discussed. Percentage and frequency were adopted as a method of data analysis.
The findings of the study therefore clearly revealed that; teachers consider instructional materials as key to academic performance. Lack of school library, lack of books and lack of reliable internet connection are some of the challenges encountered in the use of instructional materials. Improvisation and borrowing of instructional materials that are not available is of the method utilized in minimizing shortages of instructional materials. Following the findings of the study, the researcher recommends below; teachers should try hands on the production of simple aids so that students can see what they are talking about in the lessons. The government should establish resources centers to enable teachers borrow teaching aids which may not be in the schools.

This study evaluated the impact of technology integration on students’ academic performance in integrated science in public secondary schools in Egor Local Government Area, Edo State, Nigeria. Motivated by the global rise in educational technology, the study examined whether technology-enhanced instruction improves learning outcomes in science education. The study adopted a descriptive survey design. The population consisted of 100 students from five secondary schools in Egor Local Government Area. A stratified random sampling technique was used to ensure fair representation. Data were collected using a structured, researcher-designed questionnaire validated by the supervisor and two departmental lecturers. The reliability of the instrument was confirmed using Cronbach
Alpha. The researcher personally administered and retrieved the questionnaires, giving
respondents clear instructions and assuring them of honesty and confidentiality. Data collected was analyzed using descriptive and inferential statistics: frequencies and percentages for demographic data, and mean and standard deviation for responses on technology integration and perceptions.

The purpose of this research was to examine how middle and high school students in the Oredo Local Government Area of Edo State might benefit from maths classes in order to hone their entrepreneurial abilities. In the Oredo Local Government Area of Edo State, two hundred and fifty (250) pupils were chosen at random from one public school and four private institutions. A total of twenty-five (25) questionnaire items were developed to address the five (5) research topics that were posed to direct the study. A questionnaire titled "The relevance of Mathematics education in the development of entrepreneurial skills in senior secondary schools" was utilised as the research instrument for the study. The data collected was analysed using the following statistical methods: frequency count, mean, standard deviation, and t-test. Out of the 250 copies issued, 247 questionnaires were returned. According to the research, students in senior secondary schools can benefit from developing their entrepreneurial skills through exposure to mathematics. Mathematical concepts such as basic operations (+, -, ÷, Ï), ratio and proportion calculations, interest (simple and compound), profit and loss, discount and commission, percentages and fractions, and the ability to organise business activities and time, estimate production costs, and solve everyday problems related to business transactions are all part of this curriculum. The results supported the need for regular and comprehensive math education across all grade levels; moreover, it was determined that students would benefit greatly from having access to experienced math educators who could guide them in developing the problem-solving and managerial abilities essential to entrepreneurship.

This study was undertaken to examine pre-service teachers’ conception of mathematics, University of Benin, Benin City, Edo State. One hundred and twenty mathematics students were randomly selected from the faculty of Education and the faculty of physical sciences, University of Benin, Edo State out of a population of 550 mathematics students in both faculties. To guide this study, four (4) research questions were raised. Nineteen (19) questionnaire items were generated for the research questions raised to guide the study. The data collected for the research questions were using frequency count and mean. The results gotten from the analysis revealed that majority of the Pre-service teachers have negative conception towards the learning of
mathematics. Based on the findings, it was recommended that; Lecture method of teaching mathematics be replaced with problem solving method as this will
enable students to develop good study habits and reasoning powers, stimulates their thinking, helps improve and apply their knowledge and experience to real life situations, mathematics teachers should put on good
behaviour in class as this helps to motivates students to listen attentively, periods of teaching mathematics should be fixed in the morning as this will enable students to understand mathematics better, mathematics teachers should make use of good instructional materials as this will help students to understand mathematics better, and lastly, parents should monitor their children’s progress, buy good textbooks and other learning materials that are relevant to their studies.

This study assessed the problems militating against effective teaching and learning of science subjects in senior secondary schools in Edo state. The study was carried out in Ovia North East local government area of Edo state. Five research questions guided the study. The design of the study is survey research design. A sample of ten (1O) students each from five(5) schools were used for the study. The instrument used was a researcher developed questionnaire tagged problems militating against teaching and learning of science subjects in senior secondary school (PMAETLSQ). The questionnaire was validated by my project supervisor. The data generated was interpreted using simple percentage statistical analysis. The major findings were that most science teachers are experienced I teaching the subjects but not qualified academically, most public schools have science laboratories but are not practically taught science in the laboratory and that school ownership affect teaching and learning of science. Recommendation were made to the government and school board on how to eradicate these problems in senior secondary schools.