DEPARTMENT CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

This study was designed to examine students’ conceptual understanding and misconceptions of evolutionary concepts in Biology, with particular emphasis on natural selection and adaptation. Two research questions and one null hypothesis were formulated for the study. The study adopted a descriptive survey research design. The population of the study comprised 5,493 senior secondary school students drawn from thirteen (13) public senior secondary schools in Egor Local Government Area of Edo State. A sample of 120 students was selected using simple random sampling technique from four randomly selected schools. Data were collected using a Two-Tier Diagnostic Test (TTDT) adapted from West African Examinations Council (WAEC) questions on evolution. The instrument was subjected to face and content validity by experts, while the data obtained were analyzed using frequency counts, percentages, mean and standard deviation. The null hypothesis was tested using independent samples t-test at 0.05 level of significance. The findings revealed that a large proportion of students demonstrated misconceptions and low levels of understanding of key evolutionary concepts. The results further showed that there was a significant difference between male and female students’ understanding of evolution, with female students having a higher mean score than their male counterparts. Based on the findings, it was recommended, among others, that Biology teachers should adopt interactive and student-centered instructional strategies and ensure gender-sensitive teaching approaches to enhance students’ conceptual understanding of evolution.

This study focused on the effect of problem-solving strategy on academic performance in cell concept among senior secondary school students in Egor local government as case study. The study is wasspecifically focused on determining if there was any significant difference between the level of achievement of students taught using problem solving strategy and those taught using the conventional lecture method, determining the attitudes of students towards cell concept problems when taught using problem solving strategies and finding out the influence of gender on students’ achievement in cell concept when taught using problem solving strategy. The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are senior secondary school students in Egor local government. The findings of this study showed that the performance levels of both male and female students after treatment improved significantly though male students achieved slightly higher than their female counterparts after exposure to problem solving strategy. The results further showed that students taught using problem solving strategy performed significantly better than their counterparts taught with conventional lecture approach. Furthermore, the result revealed that students in private schools performed better than the students in public schools after exposure to problem solving strategy. The study concluded that the use of problem-solving strategy promotes students’ understanding of concepts translating to optimal performance in cell concept examinations. It was recommended among others that authors and textbook writers of textbooks should transform textbooks into problem solving forms, apply and provide proper illustrations so as to meet the criteria of problem-solving strategy as doing this would help in enhancing students’ achievement

This study investigated the availability, functionality and utilization of instructional materials in the teaching and learning of basic science in junior secondary schools in Egor local Government area of Edo state. Four research questions were raised to guide the study. Descriptive survey research design was adopted for the study. The sample for the study consists of 40 basic science teachers from 20 junior secondary schools in Egor local Government area of Edo state. A questionnaire titled “Availability, Functionality, and Utilization of Instructional materials in the Teaching and Learning of Basic Science in Junior Secondary Schools in Egor Local Government Area of Edo State” and a checklist were the instrument used for data collection. Data collected from the respondents were analyzed using percentage, mean and standard deviation. Findings from the study revealed that majority of the required and essential instructional materials for effective basic science teaching were not available in schools. Basic science teachers fairly utilize instructional materials during classroom instruction. Teachers’ lack of motivation, short periods allocated to basic science classes on the school time-table, large class size, lack of supervision of teachers by school administrators and lack of in-service training for teachers were identified as challenges faced by basic science teachers in the utilization of instruction for basic science teaching. Lastly, inadequate funding to acquire instructional materials, high cost of instructional materials, poor implementation of educational policies, mismanagement of funds meant to purchase instructional materials and insufficient improvisation of instructional materials are factors affecting the availability of instructional materials in schools. Based on these findings, the study recommended that Government should ensure adequate provision of funds for the procurement of instructional materials that are not available in secondary schools. Government should provide incentives to motivate and enable teachers purchase instructional materials. Teachers should improvise instructional materials for basic science teaching where the standard ones are not available. Principals and school administrators should ensure strict supervision of basic science teachers to ensure the utilization of instructional materials. Government should provide in-service training for teachers on the utilization of instructional materials.

The central thrust of reforms in the teacher education programme is to produce teachers who can perform adequately in the world of work and meet the present day challenges. Teaching practice is a vital aspect of the teacher preparatory programme in teacher training institutions and in Faculties of Education in Nigerian universities. It serves as an opportunity for studentteachers to be exposed to the realities of teaching and professional activities in the field of education.

Learning Style is the preferred method of study, gathering and interpretation of information adopted by a student. Basically, there are three main types of learning styles and were examined in this study. They are; the visual learning style, audio learning style and the interactive learning style. This research investigated the use of these learning styles among physics students in secondary schools in Benin metropolis and the various factors that affect students’ use of the learning styles. The study adopted Descriptive Survey Design in which the questionnaire was used as instrument for data collection. After separating the population into strata of public and private schools, the study first adopted stratified random sampling technique to select Physics students from senior secondary schools in Benin metropolis, since the population was finite and heterogeneous. Simple random sampling technique was employed to select 150 Physics students. 50 students were selected from senior secondary school two and 100 students were selected from senior secondary school three. the schools selected for comprised of a mixed school, all boys school and all girls school. Based on the findings of the study, the following conclusions were made; the learning styles among the students were the audio learning style, visual learning style and the interactive learning style, the choice of learning style by the students differed by level as SS2 preferred the interactive learning style while the SS 3 students embraced the visual learning style. Factors that affected the students’ learning styles were teaching method, individual differences, teacher’s personality, peer influence and family background. The following recommendations were made at the end of the study; the teacher should discover and encourage the individual learning style of the students, students should be guided by the teacher on the choice of suitable learning style based on the individual’s differences and learning ability, education planners should be more sensitive to the different students’ learning styles during the design and planning of learning curriculum, and lastly, parents should help the teachers in playing a supportive role towards encouraging the best learning style for their children.

This study was carried out to identify the role of ICT as a change agent for quality education in tertiary institutions development in Edo State. 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 selection of two hundred and fifty (250) undergraduate students from 100 level to 600 level which would be randomly selected faculty of Law, Education, Life science, Management Science, and Physical science, 50 students from each of the above-mentioned faculties. The data were collected with questionnaire instrument and analyzed using simple percentage. The result revealed that; computers, smartphones, digital libraries, Google, internet facility, Computer laboratories multimedia projectors, and laptops were predominantly used by tertiary institutions students in Edo state, the use of ICT in tertiary institutions brings about better pedagogy in learning and helps to provide individualized learning, incorporating the use of technological applications allows students to participate in higher-order thinking and improve their performance and information Technology
helps students to expand their knowledge in learning. And factors impeding the usage of ICT in Edo state tertiary institutions are, scarcity of ICT materials for obtaining information, epileptic power supplies, high acquisition and maintenance cost of ICT
equipment, and most likely, Insufficient time to prepare electronic-based materials by lecturers. Based on the results, it was recommended that tertiary institutions should be equipped with modern and advanced technological infrastructure to enable the effective use of appropriate technologies required for teaching and learning programmes, government at all levels should make available adequate funds and resources, particularly for the funding and sustenance of tertiary education, students in tertiary institutions should be encouraged on the use of internet to solve their academic problems and the Government should ensure the constant supply of power to tertiary institutions to aid the use of ICT associated facilities, and in view of the uniqueness of ICT, staff of tertiary institutions should measure up to the demands of new technology for knowledge creation. The benefits of ICT should be effectively harnessed in teaching and learning, for personal use in research, publication of articles, communication within and outside the institutions as well as social

This study investigates the impact of inadequate laboratory facilities on the effective teaching of Chemistry education among undergraduates at the University of Benin. Employing a descriptive survey research design, the study focuses on four key dimensions of laboratory inadequacy: lack of functional equipment, shortage of laboratory materials and chemicals, poor laboratory infrastructure, and untrained laboratory personnel. The population comprised 79 chemistry education students from 300 and 400 levels, with data collected through a structured questionnaire. The findings reveal that deficiencies in these areas significantly hinder practical learning, reduce students' mastery of scientific concepts, and negatively affect their overall performance in Chemistry. The study underscores the need for strategic investments in laboratory infrastructure, procurement of materials, and training of technical staff to enhance the quality of Chemistry education. Recommendations include increased funding, regular supply of laboratory resources, infrastructure upgrades, and professional development for laboratory personnel to create a conducive environment for effective teaching and learning