DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

This study employed a descriptive survey design to investigate the impact of improvisation of instructional materials on students' performance in biology at senior secondary schools in Egor Local Government Area, Edo State. A sample of 300 students
from five public senior secondary schools participated in the study. Data were collected using a structured questionnaire comprising two sections, including demographic information and questions related to the effectiveness of instructional materials in biology education. The analysis of data was conducted using descriptive statistics, with a criterion mean of 2.50 for assessing responses. The findings revealed that well-equipped biology laboratories significantly enhance student performance, and improvised instructional materials are crucial for improving the learning experience in biology. The study indicated that students who engaged with varied instructional materials exhibited greater interest and understanding of biological concepts. Additionally, teaching aids were found to improve motivation and knowledge retention compared to traditional teaching methods. The results underscore the need for creative improvisation by educators to address resource limitations and improve academic outcomes.
Based on the findings, it is recommended that biology teachers adopt innovative strategies, including the use of improvised materials, to enrich their teaching methods and foster student engagement. Enhancing laboratory facilities and providing access to
essential teaching aids can create a more stimulating learning environment. Additionally, teacher training programs should focus on equipping educators with the skills to effectively improvise instructional materials, enabling them to fully capitalize on practical experiences in biology education. By prioritizing these recommendations, stakeholders in education can significantly improve the quality of biology instruction and student performance.

The study was set out to investigate the concept of Cell Biology as a prerequisite in understanding Genetics among University of Benin undergraduates. A thorough statistical analysis of undergraduates’ performance in Cell Biology and Genetics revealed a
very interesting finding. The ability to relate to previously established knowledge and
integrate various biological concepts to form a whole is a key factor that promotes understanding, transfer of knowledge therefore paramount in the field of biology. According to Bransford and Schwartz (2000), transfer is the ability to extend what has been learned in one context to new context. This study does not argue whether students transfer and use knowledge gained from one topic to another topic. Instead, the researcher only framed his investigation on the transfer of knowledge between two related biological concept, the Cell Biology and Genetics. The population and area of study consists of all undergraduates in university of Benin, Benin City, Nigeria, offering genetics and genetics related courses. A research hypothesis was postulated and
two research questions were raised to guide the study. The study employed correlational survey research design and Regression Statistical Analysis. One hundred (100) students were randomly selected as the sample size. The instrument used in gathering the needed data for the study was the researcher’s made questionnaire Data obtained was scrutinized, analyzed, scored, tabulated and was subjected to correlation coefficient statistical analysis to determine an existing linear relationship after which regression analysis was used to determine the cause-effect of the independent variable on the dependent variable. Using these statistical methods, the findings revealed that 90% of the changes observed in the dependent variable(Genetics) were accounted for by the independent variable (Cell Biology).

Self-social isolation has increasingly become a critical concern affecting the psychological, social, and academic development of university students. This study critically investigates the causes and consequences of self-social isolation among undergraduates as perceived by Education students in the University ofBenin. The specific objectives of the study were to determine the perceived causes of self-social isolation, examine its consequences, and identify possible strategies for reducing the problem among undergraduates. Three research questions were formulated to guide the study. The study adopted a descriptive survey research design. The population consisted of undergraduate students in the Faculty of Education, University of Benin, from which a sample of 210 students was selected through a simple random sampling technique. A structured questionnaire was used as the instrument for data collection, consisting of items aligned with the research questions and rated on a four-point Likert scale. The instrument was validated by the researcher’s supervisor and its reliability was established using the test–retest and split-half methods. Data collected were analyzed using simple percentage to determine the dominant responses of the participants The findings revealed that bullying, excessive phone use, working while studying and low self-esteem are major causes of self-social isolation among undergraduates. The results further showed that self-social isolation negatively affects students’ mental health and academic functioning, leading to depression, suicidal tendencies, cognitive decline, loss of motivation, and poor academic performance. Additionally, the study identified viable strategies or reducing isolation, such as improved mental health support services, increased peer interaction, enhanced social engagement activities, monitoring of screen time, and provision of academic support for struggling students. Based on these findings, the study concludes that self-social isolation poses a serious threat to students’ overall development, requiring early identification and proactive intervention. The study recommends that school authorities, teachers, guidance counselors, and policymakers adopt collaborative measures such as anti-bullying policies, counseling programs and inclusive social initiatives to support student well-being, promote social belonging and enhance academic success.