Department of Curriculum and Instructional Technology

This study examined the relationship between perceived use of resources and achievement
in oxidation-reduction reaction, percentage perception of students’ use of resources, and
the contribution of sex, type of school, and level of perceived use of resources to students’ achievement in oxidation-reduction reactions in Urban areas of Ovia-North East LGA, Edo
state. Based on this, six research questions were raised and three were hypothesized and
tested at 0.05 alpha level of significance. A survey research design incorporating ex-post facto was adopted as research design for
the study. The population for this study consists of four hundred and seventy-nine (479)
senior secondary II chemistry students in public and private secondary schools in urban
areas of Ovia North East LGA, Edo state. A sample of two hundred and seventy-seven
(277) chemistry students were selected for the study through purposive random sampling
techniques. An instrument titled Perceived use resource inventory and achievement test
was used to collect data from the students in the study. The instrument was face and content
validated by the researcher’s supervisor, a lecturer in Chemistry Department and a
chemistry teacher. The questionnaire had a reliability coefficient of 0.830 using Cronbach
Alpha Statistics while the achievement test had a reliability coefficient of 0.731 using
Kuder Richardson (KR-20), hence the instrument was deemed reliable. The instrument was
administered by the researcher with the assistance of the chemistry teacher and retrieved
from the students immediately they were completed. The data collected from the students
were analyzed using, percentage, Pearson product moment correlation and multiple
regression. The results from the Study showed that majority of the students were well acquainted with
the resources used in oxidation-reduction reactions. The result also showed that male
students identified resources for teaching oxidation-reduction reaction correctly compared
to female students. Furthermore, the results showed that male students identified resources
for teaching oxidation-reduction reaction correctly more than the female students both in
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public schools and private schools. The result also revealed that there was a
significant relationship between perceived use of resources and the achievement
of students inoxidation-reductions. It was also revealed from the result that there
was no significant relationship between perceived use of resources and the
achievement of male and female students in oxidation-reductions in public and
private schools. The result further revealed that perceived use of resources
significantly contributed to the achievement of the students in oxidationreduction reaction, whereas, sex and school ownership did not significantly
contribute to the achievement of the students. Based on the findings in the study, it was recommended that chemistry teachers should prioritized using resources
in explaining concepts so as to increase the students' conceptualization and also
deploy the most appropriate pedagogical contents that could help students
conceptualize very well and know what is expected in oxidation-reduction
reactions, chemistry teachers should ensure that both male and female science
students are actively involved in science classes, government and private school
owners should provide learning materials especially in the science areas like
chemistry to meet the needs of students during their learning and study time.

This study was carried out to identify the Assessment of teacher’s quality on students’ academic achievement in Biology.
The research was carried out as a survey research using relevant literature from journals, magazines, books, and the internet. Four research questions were raised and analyzed for the purpose of the study. A random sampling technique was used in the selection of 20 Biology teachers who were randomly selected SS1 students in senior secondary school students in Ovia North East LGA, Benin City Edo State. The data were collected with a questionnaire instrument and analyzed using simple percentages. The result revealed that; there were fewer teachers with good quality in the schools of study, there were more female teachers with good quality than males, and there were more teachers with good quality in public schools, from the study, 8 teachers representing
71% of the population affirmed that teachers with good quality breed students' achievement in biology while 12 of the teachers think otherwise. Based on the results, it was recommended that school heads should ensure that the potential of the teachers is well harnessed and utilized to reflect the true picture of their quality in the academic achievement of students, teachers must wake up to their responsibilities and be dedicated to their subjects and duties in the classroom because the poor performance of
students will always be referred to their failure in their designated duties, the government through the inspectorate division must routinely visit schools to ensure that teachers are qualified and are properly discharging their primary assignment, teachers should be motivated to participate actively in in-service training programmes and workshops to update their knowledge and
pedagogical skills.

This study examined teachers’ preparedness in integrating digital technology in Mathematics teaching.Thisaimed to aid Mathematics teachers on how to integrate technology into their Mathematics teaching instructions and to understand the type of technology to use in teaching Mathematics. Ten research questions were raised and five were hypothesized and tested at the 0.05 level of significance. A correlational survey research design was adopted for the study. The population for the study consisted of one hundred and seventy nine (179) public secondary school Mathematics teachers and seven hundred and eighty (780) private secondary school Mathematics teachers, which gave a total number of nine hundred and fifty nine (959) secondary school Mathematics teachers in Edo South Senatorial District, Edo State. A simple random sampling techniques was used to collect information from in-service public and private secondary school Mathematics teachers which were drawn from the population. A sample of thirty-five (35) public schools and seventy (70) private schools (105 schools) and a sample size of two hundred and ten (210) secondary school Mathematics teachers were used for the study. The instrument for data collection was Mathematics Teachers Questionnaire Instrument (MTQI). Reliability of the instrument was determined using Cronbach Alpha and a value of 0.71 was obtained. Frequency counts, percentage, descriptive statistics (mean and standard deviation), Independent t-test, Pearson correlation statistics and multiple regression analysiswere employed for data analysis. The findings revealed that majority of Mathematics teachers were not aware of the digital technology tools available to aid in teaching Mathematics; the knowledge of digital technologhad been added as a required knowledge of instructions for Mathematics teachers in integrating digital technologies in Mathematics teaching. Sequel to these findings, it was recommended that Mathematics teachers need to undergo training and retraining to meet the standard of Technological Pedagogical Content Knowledge (TPACK) and set up education for the future as well as setting up the students for their future.

This study investigates the impact of class size on teaching and learning chemistry in senior secondary schools in Edo State, Nigeria, with a specific focus on exploring the relationship between class size and student learning outcomes, the impact of class size on teacher effectiveness, the challenges faced by teachers when teaching chemistry in large classes, and the optimal class size for effective teaching and learning of chemistry. Conducted in the context of Nigerian senior secondary schools, this quantitative research employed a survey design, utilizing a questionnaire to collect data from a sample of 100 students selected from 5 senior secondary schools in Edo State. The study's findings provide insights into the complex interplay between class size, teacher effectiveness, and student learning outcomes, highlighting the significance of optimal class size in promoting effective teaching and learning of chemistry. By elucidating the impact of class size on chemistry education, this study contributes to the existing body of knowledge, informing policy and practice in chemistry education in Nigeria, and providing recommendations for educators, policymakers, and stakeholders.

The study was carried to investigate the influence of drug abuse teaching on biology students perception in Oredo Local Government Area of Edo State. Two (2) research questions and one (1) hypothesis were raised to guide the study. The method adopted by the researcher is the descriptive survey research design. A review of related literature was carried out. A total of one hundred students in public secondary school in Oredo Local Government Area constituted the population study sample. The instrument used for gathering data from the selected sample was a questionnaire. The reliability of the instrument was established at 0.71 using Cronbach statistics. The data collected were analyzed using descriptive statistics in form of percentages, mean and t-test. The study revealed that, the teaching of drug abuse in the classroom by Biology and publicity of drug abuse and its effects in news and social media have influence on students perception toward drug abuse. The influence of drug abuse teaching on students’ perception has significant difference base on gender. It was recommended that; there is a need to formally incorporate drug teaching and counseling into the academic curriculum of primary and junior secondary schools since drug abuse as a topic in Biology is taught in secondary school II (SSS II). Government should establish special rehabilitation centres specifically for students who are substance abusers so as to help them continue with their education while undergoing rehabilitation.