DEPARTMENT OF EDUCATIONAL FOUNDATIONS

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. i

This study investigates the influence of Christian religious studies in curbing moral decadence among public secondary school students in Egor local Government in Edo state. Three research questions were raised. The descriptive survey research design was employed for this study. The population of the study comprises of public secondary schools in Egor local government area in Edo state. A sample size of about 200 students was used and 30 teachers. The questionnaire was administered as an instrument to elicit information from the respondents. Findings from the study and others reviewed that Christian religious teaching is a vital aspect of every student developmental process, as this moral principles could be integrated in their decision making process thereby encouraging students to opt for what is right and acceptable to the society. It was therefore conclude that religious education has an impact on students discipline as well as plays a very important role in curbing moral decadence in public schools. Religious education aids community building in the society promoting peaceful co - existence among members of the society thereby promoting growth and productivity in the society.

This research seeks to explore the problems associated with the teaching of Fine and Applied arts in junior secondary school in Oredo local Government Benin city. Considering the importance of fine arts to a person, and even the nation, it becomes important that fine arts be integrated into our curriculum. As Fine art is a useful subject to the wholeness of Man, little attention is given to the teaching and learning of the subjects in our Secondary Schools. The methodology employed is that of survey whereby the students and teacher representative were interviewed in different secondary schools. This research found out that there is a high negligence of provision of art materials for the students in studying and exploring art. These findings will be beneficial by encouraging the schools and even down to government in restoring and conserve its neglected art for posterity sake – as failure of necessary and fundamental materials, and also lack of interest of the students. The study recommends the adequate provision of art materials be made to include what is essential for its sustenance and exploration.

The study investigated the roles of Christian religious studies in curbing moral decadence among secondary school students in Ikpoba -Okha Local Government Area of Edo State. Four research questions were used to guide the study. Descriptive research design was adopted for the study. The population of the study comprised of thirteen thousand three hundred and thirty students (13,330) in the twenty (20) senior secondary schools in Ikopa Okha Local Government Area of Edo State, and the sample for the study consist of one
hundred (100) students drawn from five (5) secondary schools in Ikopa Okha Local Government Area of Edo State. The simple random sampling technique was used in selecting the schools from the twenty secondary schools in Ikopa Okha Local Government Area of Edo State. Twenty (20) students were drawn from each school with the use of purposive random sampling technique. The instrument used in generating data for the study was closed-ended questionnaire. The questionnaire was validated by the esearcher’s supervisor and two other experts in measurement and evaluation.

This study examines the role of oral literature in preserving cultural heritage among students of Oredo Girls College, Benin City, Edo State. The research was guided by three questions focusing on the genres of oral literature used in the school, the roles these forms play in cultural preservation, and the challenges affecting their sustainability. A descriptive survey research design was adopted, with a population of 750 students from which 100 respondents were selected using simple random sampling. A structured questionnaire served as the primary instrument for data collection, and the data were analysed using descriptive statistics such as frequency, percentage, mean, and standard deviation. Findings revealed that genres such as storytelling, folktales, proverbs, traditional songs, myths, and legends are actively used within the school environment to promote cultural continuity. The study further showed that oral literature strengthens students’ connection to their cultural roots, enhances understanding of societal values, shapes cultural identity, reinforces moral development, and helps preserve indigenous languages. The study concludes that oral literature remains an essential tool for transmitting cultural heritage, but its effectiveness depends on deliberate educational and community efforts. It recommends curriculum integration, teacher training, cultural clubs, and school-community partnerships to sustain and promote
oral traditions among students.

The study focused on the causes of strikes and its effect on students’ academic performance a case study of Faculty of Education University of Benin. Five research questions were raised to guide the study; 1. What are the central factors that frequently lead to strike actions within Nigerian universities? How do strike actions influence students' comprehension, retention, and engagement during their academic pursuits? What is the correlation between the specific elements triggering strikes and the subsequent underperformance of students in examinations and assessments? To what extent do institutional policies and administrative decisions contribute to either amplifying or alleviating the effects of strike actions on students' academic performance? In what ways can the educational system better manage strike actions to minimize disruptions and foster an environment conducive to sustained students’ learning? Descriptive research design was adopted for the study. The population of this study consists of all male and female students of History Education, University of Benin, Benin City. The sample of this study comprises of one hundred and fifty (150) History students of the Faculty of Education, University of Benin, Benin City, Edo State. The major findings of the study revealed that the correlation between the specific elements triggering strikes and the subsequent underperformance of students in examinations and assessments is diverse and high. The results of the analysis conducted, revealed that the extent that institutional policies and administrative decisions contribute to either amplifying or alleviating the effects of strike actions on students' academic performance is diverse and high. The results of the analysis conducted revealed that the ways that the educational system can better manage strike actions to minimize disruptions and foster an environment conducive to sustained student learning are diverse and high It was recommended that Government should address root causes of strikes, Government should enhance student support services

This study is aimed at accessing the perception of teachers towards human trafficking of female students in secondary schools in Ikpoba Hill in Ikpoba-Okha Local Government Area of Edo State to ascertain the view of teachers and provide information for policy response that could assist in tackling the problem of human trafficking among female students in the study area. Specifically, the following questions were raised and answered : What is the perception of teachers towards trafficking of female secondary school students in Ikpoba Hill? What is the nature and trend of female students trafficking in secondary school in the study area? What are the causes of human trafficking of female students in secondary school in the study area? What is the effect of trafficking on the education of female students in secondary school in the study area? What are the current ameliorating measures of female students trafficking in secondary school in the study area? The quantitative design using descriptive survey method was adopted for the study. From the target population, 200 teachers from selected econdary
schools in the area of study were randomly chosen as samples for the study. The data collected with a structured questionnaire was analysed and the findings revealed that there is high incidence of trafficking of female students of secondary school in the study area,the students from poor and less privileged homes in the society are more vulnerable to trafficking because female students in the study area are mainly from poor background, broken homes, unemployment of parents and the need to better improve family standard of living. Recommendations were made based on findings.

This study focused on factors influencing students’ performance in History among Undergraduate students of University of Benin. The purpose of the study included: examining how the structure of the History curriculum in Nigerian universities influences undergraduate students' performance in History courses; determining how the teaching methodologies commonly employed in History education in Nigerian universities, impacts students' understanding and performance; evaluating how the availability of learning resources affects undergraduate students' performance in History courses; investigating how the socio-economic factors contribute to variations in undergraduate
students' performance in History; assessing the relationship between students' motivation and interest in History and their overall academic performance in History courses; and examining how the cultural perceptions of value and importance of History as a discipline influence undergraduate students' engagement and performance in History courses. The descriptive survey research design was used for the study. The population of this study consisted of all students of History Education, University of Benin, Benin City, Edo State The sample of this study comprised one hundred and fifty (150) History students of the Faculty of Education, University of Benin. The random sampling technique was adopted in the distribution of questionnaires to respondents. The questionnaire was distributed equally to History Education students in 200 level, 300level, and 400 level. The study found that: the structure of the History curriculum in Nigerian universities influences undergraduate students' performance in History courses; the teaching methodologies commonly employed in History education in Nigerian universities, impacts students' understanding and performance; the availability of learning resources to a large extent affects undergraduate students' performance in History courses; the socio- economic factors contribute to variations in undergraduate students' performance in History, there is a relationship between students' motivation and interest in History and their overall academic performance in History courses; and the cultural perceptions of value and importance of History as a discipline influences undergraduate students' engagement and performance in History courses. Based on this, it was recommended that: Nigerian universities should re-evaluate and update the History curriculum to ensure it aligns with both contemporary scholarly developments and the interests of students; educators should adopt a variety of teaching methods beyond traditional lectures; universities should invest in expanding their libraries and digital resources to provide students with a wide range of materials; and it is essential to implement strategies that foster a deeper interest in History

The study was carried out to investigate the influence of instructional materials on the academic performance of junior secondary school students in English Language in Isoko-North Local Government Area of Delta State. With a comprehensive scope, the research endeavors to unravel various dimensions of this dynamic relationship. Firstly, the study seeks to ascertain the availability and adequacy of instructional materials within Junior Secondary Schools in the specified region. Through meticulous examination, it aims to identify the range of instructional materials currently accessible to students and educators alike. Furthermore, the research endeavors to probe deeper into the qualifications of English Language teachers within these schools, shedding light on the proficiency levels and qualifications required for effective teaching. Central to the investigation is the utilization of instructional materials within English Language classrooms. The study aims to scrutinize the extent to which teachers integrate these materials into their pedagogical practices and the impact thereof on students' academic performance. oreover, the research undertakes a comprehensive 8 analysis of the diverse types of instructional materials employed in English
Language classrooms, examining their differential effects on student learning outcomes. In addition to assessing the relationship between instructional material availability and academic performance, the study delves into students' perceptions of instructional material usage. By exploring students' perspectives, the research aims to gain invaluable insights into the efficacy of instructional materials in facilitating learning experiences. Furthermore, the study identifies and analyzes the challenges encountered by teachers in effectively utilizing instructional materials. By delineating these challenges, the research endeavors to propose innovative strategies aimed at optimizing the use of instructional materials to enhance students' academic performance. Through an exhaustive analysis of these multifaceted aspects, this research endeavors to provide a comprehensive understanding of the intricate interplay between instructional materials and student academic performance. Ultimately, it seeks to offer actionable insights and recommendations to enrich the quality of English Language instruction and elevate student learning outcomes in Junior Secondary Schools.

This study explores the key challenges faced by teachers in teaching drama in Literature in English at the secondary level in Nigeria. Drama, as an essential component of the Literature curriculum, offers rich opportunities for developing students’ critical thinking, creativity and language skills. However, many teachers encounter significant difficulties in delivering drama texts effectively. This study aims to identify the major obstacles impeding the effective teaching of drama and proposes practical strategies for overcoming these challenges using a mixed-methods research design, data were collected through questionnaires, involving Literature teachers across selected secondary schools in Benin city. The findings reveal that teachers face a range of challenges, including inadequate training in drama pedagogy, lack of instructional resources, insufficient class time, large class sizes and low student engagement.