DEPARTMENT OF CURRICULUM AND INSTRUCTIONALTECHNOLOGY(CIT)

The study investigated the influence of social media on the academic performance of students in tertiary institutions, using a sample of two hundred undergraduate students from the University of Benin. The aim was to explore how social media platforms affect students’ achievement, attitude, study habits, and access to learning materials, with attention to differences based on age, sex, and academic level. A descriptive survey design was used, and data were gathered through a structured questionnaire. The selected faculties represented humanities, life sciences, and technical fields, ensuring a fair representation. The research tool was validated by experts, and its reliability was confirmed using the Cronbach Alpha method, yielding a score of 0.832. Data analysis
was conducted using mean, standard deviation, and t-test at a 0.05 level of significance. Findings showed that students across academic levels believed that social media platforms such as WhatsApp, Instagram, TikTok, and Facebook helped improve their learning experiences. Male and female students alike reported that social media tools supported their learning activities and helped them stay connected academically. The use of these platforms was also found to influence how students build study habits and gain access to educational materials. The results showed that while students generally viewed social media as helpful, their experiences varied based on age, gender, and level of study. This shows that social media plays a strong role in shaping the way students interact with academic content and carry out their studies

Undergraduate students’ perception of misconceptions on the concept of evolution and their achievement in biology was investigated. This study investigated the prevalence, sources, and impacts of evolution misconceptions among 150 undergraduate biology students across three departments—Curriculum and Instructional Technology (CIT), Animal and Environmental Biology (AEB), and Plant Biology and Biotechnology (PBB) at university of Benin. Guided by six research questions, it explored (1) common misconceptions about evolution, (2) the relationship between students’ evolution perceptions, misconceptions, and academic achievement, (3) the origins of these misconceptions, (4) departmental differences, (5) overall trends, and (6) preferred instructional strategies to address them. Data were collected via a structured questionnaire employing Likert scales (Strongly Agree to Strongly Disagree; True/False/Not Sure) and an objective test of evolutionary concepts. Frequency distributions, means, and percentages summarized responses, while an objective assessment categorized students’ test scores into five performance bands. Findings revealed that although 88% of students affirmed evolution as the foundation of modern biology, pervasive misconceptions persisted: 55% believed individuals evolve within a lifetime; 48% thought natural selection generates new traits; 46% accepted inheritance of acquired characteristics; and 39% assumed direct human–monkey ancestry. Misconceptions correlated strongly with poor performance: over 90% of students scored “Very Poor” or “Below Average” on objective questions, with no one achieving “Above Average” or “Excellent.” Major sources of misunderstanding included secondary school instruction (71%), current teaching methods (71%), popular media influence (66%), and conflicts with personal beliefs (70%). Students endorsed multiple pedagogical interventions; real-life examples (79%), visual aids and simulations (78%), interactive debates and projects (71%), belief-inclusive discussions (65%), and remedial sessions (69%), as means to deepen conceptual clarity. The study concludes that high acceptance of evolution does not equate to accurate
understanding. To bridge this gap, curricula must incorporate misconception-driven modules, active learning strategies, and belief-sensitive dialogues, supported by teacher training and targeted remediation. These measures are essential to enhance evolutionary literacy and improve academic outcomes in biology at the University of Benin.

The study investigated the Assessment of Secondary School Teachers Characteristics for Teacher of Biology in Egor Local Government Area of Edo State. Specifically, the study seeks to :examine the characteristics of biology teachers in secondary schools in Egor LGA of Edo State, assess the differences in teaching characteristics between male and female teachers Egor LGA of Edo State, assess differences in teaching characteristics based on professional qualification in secondary schools Egor LGA of Edo State, assess the differences in teaching characteristics based on teaching experience in Egor LGA of Edo State and assess the difference in teaching based on subject area specialization in Egor LGA of Edo State. Thirteen (13) public secondary schools were selected for the purpose of this study of which 45 biology teachers were recorded and were administered a well-structured questionnaire. The data was analysed using mean, standard deviation, frequency and percentage count. Results showed that there is no major difference between male and female biology teachers with respect to teaching method and student outcome. Professional qualification revealed that all the biology teachers are TRCN certified (100%) hence in-service training, seminar and workshop will significantly enhance the teaching of biology. Subject area specialization revealed that most
of the biology teachers are biology specialist (83%). About 16% of biology teachers are not biology specialist but are tasked to teach biology as a result of biology teachers’ shortage. A mean score of 3.09 shows that biology specialist has better content knowledge and can handle practical biology lessons. Teaching experience reveal that (45.2%) of biology teachers have teaching experience within the range of 6-10 years. This shows that they have moderate level of teaching experience. A mean score of 3.35 revealed that teachers with level of experience have improved method of delivering biology lesson. Overall, the study therefore concluded that both male and female have equal competence in delivering biology lesson effectively to public secondary school students especially when exposed to the necessary educational background and professional development. The study recommends the ministry of education recruits trained biology specialist to handle biology lessons, regular workshop training, seminars should be organised to strengthen professional development. Also, non-biology specialist can also be supported with adequate training to improve their content knowledge. This will help to enhance biology as a profession and also improve the teaching and learning of biology in the study area.

This study examines biology teachers’ willingness to integrate Information and Communication Technology (ICT) into their instructional practices, identifying key barriers and enablers to adoption in secondary schools. A descriptive survey design was employed, with data collected from thirty (30) biology teachers across schools, using a Likert-scale questionnaire. Findings revealed strong teacher willingness, with high enthusiasm for ICT tools and peer advocacy. However, systemic challenges particularly unstable electricity, inadequate school infrastructure, and insufficient training significantly hindered implementation. Teachers proposed actionable solutions, including regular subject-specific training, dedicated technical
support teams, and biology-focused ICT tools. The study concludes that while biology teachers are predisposed to adopt ICT, transformative integration requires targeted interventions addressing infrastructure deficits, professional development, and curricular flexibility. These findings contribute to the Technology Acceptance
Model (TAM) by contextualizing its constructs within resource-constrained educational settings. Recommendations are provided for policymakers, school administrators, and teacher training programs to bridge the gap between willingness and effective ICT adoption.U

The use of educational technology in education has transform teaching and learning chemistry process significantly influencing student’s ability to engagement. This has caused some ethical issues in the classroom in the cause of learning process. This study examine the various educational technology and ethical issues during teaching process. The research explores how student’s familiarity with the use of technology, media source affects their instruction delivery and classroom engagement. The study is grounded in the technology use and review of related literature which collectively provide insight into the educational technology for teaching chemistry in secondary school.
A descriptive research design was employed incorporating questionnaire as the instrument of study to assert ethical issues to the use of technology in classroom and their possible solution. The findings reveal that the various ethical issues seen in classroom are likely to incorporate to the poor learning/engagement and low-class performance. The study underscore the challenges of the educational technology which includes inadequate technological facilities, unstable power supply, poor internet service. By providing solution to these challenges, the ability to utilize educational technology effectively during class teaching ultimately, go and quality education. This research contribute to the ongoing discourse on educational technology and it’s role in modern pedagogy, highlighting the need for continuous innovation of learning. The ethical issues include (discrimination and bully, plagiarism, examination malpractice, watching of unauthorized videos) can hinder the learning and easy understanding for students, violation of copyright law, decrease in academic performance at large. Moreover the ethical issues encounter in classroom, research shows the affect the learning and classroom engagement in a negative way. Based on my findings derived from this study, it is clear that the use of educational technology can make or mar the student learning either by positive or negative impact.

The use of educational technology in education has transformed teaching and learning the chemistry process, significantly influencing Student’s ability to engage. This has caused some ethical issues in the classroom because of the learning process. This study examines the various educational technologies and ethical issues during the teaching process. The research explores how Student’ sfamiliarity with the use of technology and media sources affects their instruction delivery and classroom engagement. The study is grounded in the technology use and review of related literature, which collectively provide insight into the educational technology for teaching chemistry in secondary school
A descriptive research design was employed, incorporating a questionnaire as the instrument of Study to assert ethical issues to the use of technology in the classroom and their possible solution. The findings reveal that the various ethical issues seen in classroom are likely to contribute to poor learning/engagement and low-class performance. The study underscores the challenges of educational technology which include inadequate technological facilities, unstable power supply, poor internet service. By providing solutions to these challenges, the ability to utilize educational technology effectively during class teaching ultimately go and quality education. This research contributes to the ongoing discourse on educational technology and it’s role in modern pedagogy, highlighting the need for continuous innovation of learning. The ethical issues include (discrimination and bully, plagiarism, examination malpractice, watching of unauthorized videos) can hinder the learning and easy understanding for students, violation of copyright law, decrease in academic performance at large. Moreover, the ethical issues encountered in the classroom, research shows the affect the learning and classroom engagement in a negative way. Based on my findings derived from this study, it is clear that the use of Educational Technology can make or mar the student learning either by positive or negative impact