DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

This study was aimed at ascertaining the influence of instructional materials on the achievement of the Junior Secondary School Students in English language. In order to achieve the intended objectives of the study, five research questions was raised and two hundred and forty (240) respondents drawn from the students in Ovia North East Local Government Area of Edo State were used. The descriptive survey research design was employed for the study. The tool utilized to collect the ata was a self-made questionnaire. Utilizing an expert approach, the instrument was verified. When the instrument's reliability was tested using the Pearson's Product Moment Correlation Coefficient, a reliability coefficient of 0.78 was obtained, indicating that the instrument was trustworthy. requency and a straightforward percentage were used to analyze the data. The findings showed that textbooks, dictionaries, tape recorders, charts, computers, televisions, posters, and radios are among the instructional tools accessible in the studied schools in the Ovia North East Local Government Area of Edo state for the teaching and learning of English. One of the main issues with the use of instructional resources in the teaching and learning of English language is that the majority of students are unfamiliar with how to use them. Based on the finding of the suggests the following: the government should provide adequate instructional materials for effective teaching and learning to take place. Teachers should receive education and training on how to use a variety of instructional materials especially the novel ones.

This research work is based on; "The Impact of Examination Malpractice on the Academic
Performance of Senior Secondary School Students in Oredo Local Government Area, Edo state. The objective of this research is to investigate the impact, forms, causes, to what extent as examination malpractice undermines students learning ability and possible solutions to curb its further occurrences in senior secondary schools. A descriptive survey research design was used for this study. The population of the study comprised of both male and female students in senior secondary schools (public and private) in Oredo Local Government Area, Edo State. The sample for the study consisted of ighty￾eight(88) students (male and female) drawn from 6 secondary schools (three private schools and
three government schools) and the purposive sampling technique was used in selecting the schools and five (5) students were selected from each school with a random sampling technique. The questionnaire was used as the research instrument for the study since it's a quantitative research. The data collected were analysed using the simple percentage and frequency. The findings from the study indicates that students who engage in examination malpractice do not perform well in higher advanced subjects, having difficulty in learning. Secondly, the findings outlined various forms of examination malpractice ranging from copying from other students, bringing in of prepared notes, follow by usage of smartphone then less of assistance by examination officials. Also the research suggests some impact on the students such short-term over long-term consequences. The researcher recommends to different stakeholders such as students, parents,
school administrators and WAEC and NECO agencies,among which are creation of an
independent examination body monitoring and quality assurance agency specifically tasked with overseeing examination conduct, investigating malpractice case , and ensuring adherence to moral ethical standards in both internal and external examinations. And also,improve teaching quality, strategies and pedagogical approaches to enhance students understanding, engagement and genuine learning. Employ diverse instructional methods including interactive learning, practical demonstrations, and real-world applications that make learning meaningful and memorable.

This study investigates the perceived effect of internet use on the academic performance of secondary school students in Egor Local Government Area, Edo State, Nigeria. The research explores the relationship between internet use, including frequency, duration, and type of content accessed, and students' academic outcomes. A descriptive survey research design was employed, with 150 students from three randomly selected secondary schools as the study's sample. Data were collected through a self-structured questionnaire, which was validated and tested for reliability using Cronbach’s Alpha coefficient (0.81). The findings revealed a dual impact of internet use on students’ academic performance. Students reported that while educational internet use positively influenced their academic performance, excessive non-academic internet use, particularly social media and gaming, led to distractions and poor academic outcomes. Frequency of internet use for academic purposes was positively correlated with academic success, whereas long-duration internet use had both beneficial and detrimental effects. The study also
found that educational content, such as online forums and interactive learning platforms, contributed to improved academic performance, while entertainment content, such as social media and online gaming, negatively impacted students’ academic focus. Based on the findings, the study recommends that students be encouraged to use the internet primarily for educational purposes, with schools and parents working together to manage non-academic internet activities. Additionally, students should be taught effective time management and study habits to mitigate the negative effects of excessive internet use.

This research work was carried out to examine the eon the academic performance of secondary schools studengovernment area of Edo state. The research employee the mutilizes descriptive statistics with simple numbers and percenand also utilizes data collected via questionnaire. This stuTruancy reduces the quality of education and hinders eleading to poor academic performance of Truant. It is therefothat there should be a form of awareness and enlightenmenagencies and non-government agencies for parents’ guidancthe danger’s prevalence in Truancy and that parents and schshould employ disciplinary measures to curb truancy behacreating a conducive teaching and learning environment.

This study was carried out examine the influence of religious belief on students’ perception of religious education in the University of Benin. Four research questions were raised for this study: What is the influence of religious belief on students’ perception of religious education in the University of Benin? How do students’ religious beliefs affect their academic performance in religious education? What are the challenges faced by students with different religious beliefs in learning religious education in the University of Benin? What measures can be put in place to improve students’ perception of religious education in the University of Benin? Descriptive research design was adopted for the study. A sample of the study consist of 100- 400 levels students of Educational Foundations, Faculty of education University of Benin, Benin City. The sample cuts across the various Departments in the faculty of Education of the University of Benin. The major findings of the study revealed show that students abstain from sexual activities after Christian Religious studies class, it was revealed that Christian Religious studies should be made a compulsory subject in the curriculum due to its positive effects in their school, it was revealed that study of Christian religious study influence student academic performance positively, religious beliefs affect students’ academic performance, it was revealed Christian Religious studies should influence students’ academic performance positively. It was revealed that misinformation about religious education is one of the challenges faced by students with different religious beliefs in learning religious education in the University of Benin. It was seen that social cohesion about religion education is one of the challenges faced by students with different religious beliefs in learning religious education in the University of Benin

This study examined the Impact of ICT on the Writing Skills of Students In English
Language in Oredo Local Government Area. To address its objectives, the research
formulated three research questions, three objectives and three hypotheses. A sample of
100 respondents was surveyed using questionnaire. Data analysis was conducted using
frequency count and simple percentage. Descriptive statistics revealed that respondents
exhibit diverse perspectives on the influence of social media on writing skills. While a
notable proportion express concerns about its negative impact, a significant majority
acknowledges its potential to moderately improve writing proficiency. This highlights the nuanced relationship between social media use and writing skills development, suggesting both drawbacks and benefits. The integration of ICT, particularly social media, impacts specific aspects of writing differently according to respondents' perceptions. While there is consensus on its positive influence on vocabulary acquisition and idea expression, opinions vary concerning grammar skills enhancement and coherence improvement. This underscores the multifaceted nature of ICT integration in writing instruction. Students' perceptions of the relationship between their social media engagement and formal writing proficiency reveal varying perspectives. While many believe in the positive impact of social media on writing skills, opinions diverge on the correlation between social media usage and formal writing skills. However, there is consensus on the importance of limiting social media time to enhance formal writing proficiency, suggesting a recognition of the need for balance in digital engagement.
The study recommends several actions based on these findings. The study recommends that teachers incorporate digital literacy skills into their curriculum to empower students to navigate social media effectively. Additionally, it suggests integrating technologyenhanced writing activities using social media platforms to engage students in authentic writing experiences. Moreover, the study recommends facilitating reflective practices where students critically assess their social media usage's impact on their writing skills. Finally, it advises providing guidance on time management strategies to help students balance their social media engagement with academic responsibilities.These
recommendations aim to foster responsible digital citizenship, enhance writing skills,
promote self-awareness, and optimize digital engagement for academic and personal
growth