DEPARTMENT OF EDUCATIONAL FOUNDATIONS

This study was designed to investigate oral literature as a medium of teaching moral values to selected schools in Egor Local Government Area, Edo state. Five (5) research questions were raised to guide the study. The descriptive survey research design was adopted for this study. The population of the study comprised of 20 public schools in Egor Local Government Area of Edo state, with the total number of 14,812 students. The simple random technique was use to select the sample of the study. The research instrument used for the study was a questionnaire. The questionnaires comprised two sections: the first contained the demographic information of the respondents. It was letter A-C(for both students and teachers), while the second section has twenty (20) items for students and twenty -five (25) for teachers that contained questions on oral literature as a medium of teaching moral values to selected schools. Data collected were analyzed using responses and percentage. The finding reveals that many teachers do not have the sufficient knowledge and competence to teach Oral Literature. There are no functioning language laboratories and other instructional resources for the effective teaching of Oral Literature in Oredo Local Government Area of Edo State. Also the habitual use of the mother tongue by students at home and in school inhibits the learning of oral language. It was recommended that adequate knowledge and competence in Oral Literature are necessary for all teachers of Oral Literature in school's and standard language laboratories and libraries should be built and equipped for the effective teaching of Oral Literature.

This study was carried out examine the influence of student- teacher relationship on the academic performance of students in Christian Religious Studies junior secondary schools. Four research questions were raised for this study which are outline thus; Does student- teacher relationship influence students’ adjustment in school? Does student- teacher relationship influence Christian Religion students to study? Does student teacherrelationship make Christian Religion students free to participate in class? Does students’ teachers’ relationship influence their academic performance in Christian Religion Studies? The population of the study thirteen thousand three hundred and thirty students (13,330) in the twenty (20) junior secondary schools in Ikopa Okha Local Government Area of Edo State. The sample for the study consists of consists of two hundred (200) students drawn from five (5) secondary schools in Ikopa Okha Local Government Area of Edo State. The sample size for this study was selected using the random sampling technique. The major findings of the study It revealed that teachers allow students to ask questions always. It was seen that some students do not ask questions in class. It was seen that students like schools were the teachers are friendly. It was shown that the students have a close relationship with their teachers. From the study it was recommended that Mentorship should be encouraged in schools to foster and improve the relationship between the teachers and students. Teachers should try and reinforce their students passively whenever the answer questions correctly or wrongly in the class.

This study was carried out examine the influence of student- teacher relationship on the academic performance of students in Christian Religious Studies junior secondary schools. Four research questions were raised for this study which are outline thus; Does student- teacher relationship influence students’ adjustment in school? Does student- teacher relationship influence Christian Religion students to study? Does student teacherrelationship make Christian Religion students free to participate in class? Does students’ teachers’ relationship influence their academic performance in Christian Religion Studies? The population of the study thirteen thousand three hundred and thirty students (13,330) in the twenty (20) junior secondary schools in Ikopa Okha Local Government Area of Edo State. The sample for the study consists of consists of two hundred (200) students drawn from five (5) secondary schools in Ikopa Okha Local Government Area of Edo State. The sample size for this study was selected using the random sampling technique. The major findings of the study It revealed that teachers allow students to ask questions always. It was seen that some students do not ask questions in class. It was seen that students like schools were the teachers are friendly. It was shown that the students have a close relationship with their teachers. From the study it was recommended that Mentorship should be encouraged in schools to foster and improve the relationship between the teachers and students. Teachers should try and reinforce their students passively whenever the answer questions correctly or wrongly in the class.

This research explored how indiscipline affects the academic performance of secondary school students in Oredo Local Government Area, Edo State. The study focused on identifying common types of indiscipline, investigating the underlying causes, and assessing how these behaviours impact students' academic performance. A descriptive Survey research design was adopted for this study. The population of this study consists of Ten Senior Secondary Schools in Oredo Local Government Area of Edo State. Testre-test reliability was used by taking a sample from the target audience. One hundred and fifty population selected through the simple random sampling technique participated in the study by providing data which were sought through the use of a questionnaire. The questionnaire was validated by the researcher's supervisor and it was analysed using descriptive statistics of frequency count and simple percentages. The findings revealed that common forms of indiscipline include truancy, cheating during exams, defiance of authority, and classroom disturbances. These behaviours were largely linked to poor parental supervision, peer pressure, and inconsistent rule enforcement by teachers. The study confirmed that such misconduct negatively affects academic achievement by limiting instructional time, breaking students’ focus, and creating a learning environment that discourages academic seriousness. To address this, the study recommends adopting a school-wide positive behaviour support system, holding regular PTA meetings cantered on discipline, and providing ongoing training for teachers in effective classroom management.

This research explored how indiscipline affects the academic performance of secondary school students in Oredo Local Government Area, Edo State. The study focused on identifying common types of indiscipline, investigating the underlying causes, and assessing how these behaviours impact students' academic performance. A descriptive Survey research design was adopted for this study. The population of this study consists of Ten Senior Secondary Schools in Oredo Local Government Area of Edo State. Testre-test reliability was used by taking a sample from the target audience. One hundred and fifty population selected through the simple random sampling technique participated in the study by providing data which were sought through the use of a questionnaire. The questionnaire was validated by the researcher's supervisor and it was analysed using descriptive statistics of frequency count and simple percentages. The findings revealed that common forms of indiscipline include truancy, cheating during exams, defiance of authority, and classroom disturbances. These behaviours were largely linked to poor parental supervision, peer pressure, and inconsistent rule enforcement by teachers. The study confirmed that such misconduct negatively affects academic achievement by limiting instructional time, breaking students’ focus, and creating a learning environment that discourages academic seriousness. To address this, the study recommends adopting a school-wide positive behaviour support system, holding regular PTA meetings cantered on discipline, and providing ongoing training for teachers in effective classroom management.

The istudy ifocuses ion iinvestigating ipeer igroup iinfluence ion icareer ichoice iamong isecondaryischoolistudentsiiniOviaiNorthiEastiLocaliGovernmentiAreaiofiEdoiState. Out iof ithe itwenty-four ipublic isecondary ischools iin iOvia iNorth iEast iLocal iGovernment, ieightisecondary ischoolsiwere iselected iforithe istudy. iThisirepresentsi33.3%iof ithe itotal isecondary ischoolsiin ithe ilocal igovernment. iIn ieach iof ithe iselected ischool, itwenty istudentsiand ifive iteachersiwere irandomly iselected ito imake ia itotal inumber iof itwo ihundred i(200)irespondents. iAisimpleirandomisamplingitechniqueiwasiuseditoiselectitheirespondents. iTheiresearchiinstrumentiforidataicollectioniwasiaiquestionnaireititledi“PeeriGroupiInfluence ion iCareer iChoice iQuestionnaire i(PGICCQ). i iThe isimple ipercentage imethod iwas iused ito ianalyseitheidataicollected. Findingsirevealedithatitheileveliofipeerigroupiinfluenceionicareerichoiceiofisecondary ischool istudentsiin iOvia iNorth iEast iLocal iGovernment iArea iofiEdo iState iisilow. iIt iwasialso irevealedithatiwasiaisignificantiinfluenceiofipeerigroupionistudents‟icareerichoices. iHowever, ithere iwasino isignificant idifference iin ithe iinfluence iofipeerigroup ibetween imale iand ifemale istudents iin itheir ichoice iof icareer. i iIt iwas itherefore irecommended ithat iprofessional icareer icounsellor ishould ibe iconsulted ito iassist istudents iin iplanning iand ichoosing itheir icareers. iSchools, iin icollaboration iwith ithe iMinistry iof iEducation, ishould iendeavour ito iorganize iat ileast ione imandatory icareer iprogramme ithat iwill iinvolve iprofessionals iand iexperts ifrom ivariousifieldsiofilife. iSuchiprogrammeishouldibeicoordinatedibyitheiguidanceicounsellor.

Here is a standard, comprehensive abstract tailored to your research topic. Since this is a template for an empirical study, placeholders like [X] are used for data you will need to fill in based on your actual research findings.AbstractThis study investigated the relationship between students' reading culture and their reading comprehension performance in Junior Secondary Schools (JSS) within the Egor Local Government Area of Edo State. The study adopted a descriptive survey research design. A sample of [Insert Number, e.g., 200] JSS students was selected from [Insert Number, e.g., 5] public and private secondary schools in the area using a simple random sampling technique. Two instruments were used for data collection: a structured questionnaire titled "Students' Reading Culture Questionnaire (SRCQ)" and a "Reading Comprehension Performance Test (RCPT)." The instruments were validated by experts, and their reliability coefficients were established at [Insert Reliability, e.g., 0.78] and [Insert Reliability, e.g., 0.81] respectively. Data collected were analyzed using mean and standard deviation to answer the research questions, while Pearson Product-Moment Correlation (PPMC) [or t-test/ANOVA, depending on your analysis] was used to test the hypotheses at a 0.05 level of significance.The findings revealed that the reading culture among junior secondary school students in Egor Local Government Area is [low / moderate / high]. Furthermore, a significant positive relationship was found between students' reading culture and their academic performance in reading comprehension ($r = \text{[Insert r-value, e.g., 0.64]}, p < 0.05$). Factors such as excessive use of social media, lack of functional school libraries, and poor parental support were identified as major hindrances to developing a robust reading culture. Based on these findings, it was recommended among others that school authorities in Egor Local Government Area should establish well-equipped libraries and integrate mandatory reading hours into the school curriculum to foster a sustainable reading culture and ultimately enhance comprehension performance.

The study sought to appraise the level of implementation of early childhood education programme in Egor Local Government Area Edo State. To carry out the study, five research questions were posed while three null hypotheses were formulated. The study adopted a survey research design. The study was done in Egor Local Government Area Edo State, Nigeria. The population of the study comprised of all the teachers in early childhood care education schools in Egor Local Government Area Edo State. The population size of the teachers is 617 in the 2012/2013 school session. The sample size of the study was all the 617 early childhood education programme teachers in all the public ECCE in Egor Local Government Area Edo State. The instruments for data collection in this study were checklist and structured questionnaire titled an Appraisal of Early Childhood Education Programme Implementation Questionnaire (AECEPIQ). Data collected were analyzed using percentage, mean, standard deviation and independent samples t-test. The research questions were answered using percentage for research questions 1 and 2, mean and standard deviation for research questions 3, 4 and 5. The three null hypotheses were tested at 0.05 level of significance using independent samples t-test. Findings of the study revealed that; Majority of the ECCE teachers in both rural and urban schools are teachers that have NCE certificate; The number of established ECCE programme in rural primary schools in Egor Local Government Area Edo State is small compared to the primary schools in urban area; there is a significant difference in the mean ratings of teachers on the extent of provision of infrastructure and equipment in ECCE programmes in early childcare education schools in Egor Local Government Area Edo State in favour of the teachers in urban schools; there is no significant difference in the mean ratings of teachers on the extent of availability of standard curriculum in ECCE programmes in early childcare education schools in Egor Local Government Area Edo State; there is no significant difference in the mean ratings of teachers on the extent of supervision of ECCE programme in early childcare education. Among the implications of findings is that the establishment of ECCE programme in rural primary schools which was found to be to a low extent implies that the Federal Government intension of education for all by year 2015 will not be feasible. It was recommended among others that government should ensure adequate establishment of ECCE programme in both urban and rural primary schools especially in rural area.

The study investigated study the influence of Edo language on English language acquisition of students in senior secondary schools in Etsako Central Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The sample size for the study was made up of 100 respondents which were randomly selected from each schools in the local government. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted in carrying out the study. An analysis of data was done using frequency count and percentage. The findings from the study include that there is a significant influence of Edo language on grammar acquisition among secondary school students in Etsako Central Local Government Area of Edo State. It was concluded that that there is a significant influence of Edo language on English language acquisition of students in senior secondary schools in Etsako Central Local Government Area of Edo State. The study recommended among others that secondary schools should consider incorporating aspects of Edo language and culture into the English language curriculum to create a more relatable learning environment. This could help bridge the gap between the students' native language and English, facilitating better comprehension and usage.

This study investigated the impact of the language of feminism on the teaching and learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training of teachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education.