DEPARTMENT OF EDUCATIONAL FOUNDATIONS

This study investigated the availability and use of Information and Communication Technology (ICT) for Oral English learning in secondary schools in Ikpoba Okha Local Government Area of Edo State. The purpose of the study was to determine the extent to which ICT gadgets are available and used in teaching and learning Oral English. The study adopted the descriptive survey design, and data were collected through structured questionnaires administered to fifty (50) teachers across selected urban and rural secondary schools. The data were analyzed using simple percentages and frequency distribution tables. The results revealed that ICT gadgets such as computers and projectors are moderately available in most schools, while other facilities like language laboratories, audio recorders, and interactive whiteboards are either scarce or completely unavailable, particularly in rural areas. The findings of this study indicate that the integration of ICT in teaching and learning Oral English in secondary schools within Ikpoba Okha Local Government Area remains below optimal level. Although some ICT tools such as computers and projectors are available, their usage is not consistent across schools, and facilities like audio recorders and language laboratories are generally lacking. Based on this study findings, the following recommendations were made; Schools, especially in rural areas, should be equipped with essential ICT facilities such as computers, projectors, audio recorders, and language laboratories; Regular workshops and in-service training should be organized to enhance teachers’ ICT competence for effective Oral English instruction; and Schools should establish technical support or maintenance committees to ensure ICT equipment remains functional and well-maintained.

This study investigates the major problems associated with learning the English Language in secondary schools within Oredo Local Government Area of Edo State. The research was carried out to identify the factors that hinder students’ effective acquisition of English Language skills and to examine how these challenges affect overall academic performance. A descriptive survey design was adopted, and data were collected from students using questionnaires. The findings revealed that insufficient instructional materials, large class sizes, poor language background from home, and students’ low motivation significantly contribute to the difficulties experienced in learning English. Environmental factors such as limited exposure to Standard English and the dominance of local languages also negatively influence learners’ proficiency. Based on these findings, the study recommends improved teacher training, provision of relevant teaching materials, reduction of class size, and the adoption of more interactive and learner-centered teaching methods. It is expected that addressing these challenges will enhance students’ mastery of the English language and improve their academic outcomes.

The study investigated the influence of teacher training on English language proficiency among secondary school students in Ovia North East Local Government Area (LGA) of Edo State, Nigeria. It also examined the perceived effectiveness of current teacher training programmes for English language teachers; determined the level of English language proficiency among secondary school students; investigated the relationship between teacher training and students' English language proficiency; identified the challenges faced by English language teachers despite their training in promoting students' English language proficiency. To guide this study, four research questions were raised. This research adopted a descriptive survey research design. The population of the study is made up of all English language teachers and all secondary school students in Ovia North East Local Government Area of Edo State. Using simple random sampling, and purposive sampling, ninety-two (92) secondary school students (specifically SS1-SS3) were selected. The instruments for data collection were a questionnaire titled "Teacher Training and Proficiency Questionnaire" and "Student English Language Proficiency Test ". The findings of this study revealed that teacher training programmes enhanced instructional skills and teaching quality, though they suffered from inadequate resourcing and limited follow-up mechanisms. Secondary school students exhibited moderate proficiency levels across vocabulary, grammar, speaking, listening, writing, and comprehension skills. The findings in research question three showed a significant positive correlation between teacher training quality and students' English language proficiency, confirming that better-trained teachers achieve improved student outcomes. It was also found that teachers faced substantial challenges including inadequate instructional material. Based on the findings, this study recommends that school authorities should ensure mandatory employment of qualified English language teachers in secondary schools; the government and educational stakeholders must address the factors affecting students' performance by providing adequate teaching and learning materials, employing more qualified teachers, and creating conducive learning environments; school authorities should adopt the suggested improvement strategies including provision of variety of teaching materials, regular in-service training for teachers, and increased instructional time for English language learning to enhance teacher effectiveness and student outcomes.

This study investigated the effects of teachers’ professionalism on academic
performance in English Language among senior secondary school students in Oredo Local
Government Area of Edo State. It specifically examined how teachers’ professional
competence, instructional skills, and ethical standards influenced students’ writing skills,
reading comprehension, and oral communication. The study adopted a descriptive survey
research design involving a population of 2,157 participants, comprising English Language
teachers and students across fourteen (14) public senior secondary schools in Oredo Local
Government Area. A sample of 150 respondents, consisting of 50 teachers and 100 students
were randomly selected to ensure fair representation. Data were collected using a validated
questionnaire and data were analyzed using descriptive statistics, percentages, and
frequency distribution.
The findings revealed that teachers’ professionalism had a significant effect on
students’ academic performance in English Language. Teachers who demonstrated strong
professional ethics, effective instructional techniques, and active engagement in
professional development produced students with improved writing abilities, better reading
comprehension, and enhanced oral communication skills. The study also found that
teachers’ mastery of subject matter, regular class attendance, and commitment to continuous
improvement contributed to higher student achievement and a more positive classroom
environment. Furthermore, professional teachers were more likely to employ studentcentered approaches that promoted participation, feedback, and interaction, which in turn
improved learning outcomes.
Based on these findings, the study recommended that teachers were encouraged to
engage in regular professional development programs to enhance their teaching methods
and language competence. School administrators were to consistently monitor and
encourage teachers to uphold professional standards and discipline within the learning
environment. Education policymakers should organize workshops and training sessions
aimed at improving teachers’ pedagogical skills and professional ethics. Additionally,
teacher training institutions are to incorporate more practical and ethical components in their
programs to strengthen professionalism among prospective teachers. Lastly, parents and
guardians were encouraged support students’ involvement in English Language activities
such as debates and public speaking to reinforce classroom learning and promote
communication confidence.

This study examined "The Influence of Teacher's Feedback and Student's Motivation on Senior Secondary School Student's Composition Writing." It investigated the types of teachers' feedback commonly used in senior secondary schools; examined the extent to which intrinsic and extrinsic motivations influence students' performance in composition writing; explored the interaction between teachers' feedback and students' motivation on composition quality; and identified the main barriers to teachers providing effective feedback in composition writing classes in Edo State.

The research used a descriptive survey approach to gather information without altering any variables, focusing on senior secondary schools in Egor Local Government Area, Edo State. A total of one hundred and fifty (150) students made up the population and sample, selected through purposive sampling to ensure students who met the study's specific needs were included. A questionnaire titled "Teachers' Feedback and Students' Motivation Questionnaire" was developed by the researcher and divided into two sections, with a four-point Likert scale used to rate responses. For validity, the instrument was reviewed by both lecturers and the researcher's supervisor and was refined based on their feedback. Reliability was confirmed using the Cronbach Alpha method, producing a strong result of 0.868, which confirmed that the instrument was dependable. The questionnaire was personally distributed by the researcher to encourage accurate responses and was retrieved immediately after completion. All collected data were analyzed using frequency and percentage to address the research questions clearly.
Findings from the study discovered that written corrections and grading are the most commonly used feedback types in composition writing instruction; both intrinsic and extrinsic motivations significantly influence students' composition writing performance, with students responding positively to topic enjoyment, teacher praise, grades, and examination preparation; teacher feedback and student motivation interact synergistically to enhance composition quality, as encouraging feedback increases student interest and improves writing performance; large class sizes and heavy workload represent the main barriers to effective feedback provision. Based on these findings, the study recommends that class sizes be reduced to enable individualized feedback; teachers adopt balanced feedback approaches combining corrective and motivational elements; technology-assisted feedback tools be integrated to support traditional methods; and teacher professional development programs be organized to enhance feedback skills and understanding of motivation theories.

This study examined the factors influencing students’ use of the English Language Laboratory in the development of language proficiency in the Department of English and Literature, University of Benin, Benin City. It focused on identifying the types of resources available in the laboratory, assessing students’ perceptions of the quality of those resources, and evaluating the extent to which such resources influenced students’ engagement in language learning activities. The study also investigated the relationship between the quality of the laboratory resources and students’ proficiency development, as well as the challenges affecting effective utilization of the language laboratory. A descriptive survey research design was adopted for the study. The population comprised 588 students from the Department of English and Literature, while a sample of 100 respondents was selected using a simple random sampling technique to ensure fair representation across English and Literature Education and English and Literature Arts students. Questionnaire served as the primary instrument for data collection. The data obtained were analyzed using mean scores and percentages, with 2.50 as the benchmark for decision making. The findings revealed that essential audio and audiovisual resources, such as recorders and headsets, were available and reliable, yet critical components like functional computers and comprehensive instructional materials were insufficient. Students perceived that while the available resources enhanced engagement, participation, and motivation in language learning, the inadequacy of digital tools limited the potential of the laboratory to fully support independent language practice beyond class hours. Moreover, the study found a significant relationship between the quality of laboratory resources and students’ language proficiency, particularly in the areas of grammar, fluency, pronunciation, and listening skills. Nonetheless, factors such as faulty equipment, inadequate resources, limited access, and occasional technical issues were found to impede the effective utilization of the laboratory, even though irregular power supply was not a major concern. Based on these outcomes, the study recommended that the University of Benin should prioritize the upgrading, maintenance, and regular replacement of faulty language laboratory equipment, including functional computers equipped with updated language learning software, to enhance both quality and accessibility. The Department of English and Literature was encouraged to provide a wider range of current instructional materials that would promote active, engaging, and independent language learning. Furthermore, the study recommended that administrators should extend laboratory operating hours and adopt flexible schedules to increase students’ opportunities for practice. It was also recommended that the university management should strengthen technical support by implementing proactive maintenance protocols and ensuring prompt repairs to prevent disruptions during use. Finally, continuous professional development workshops for laboratory facilitators and instructors were emphasized as vital to optimizing the pedagogical use of technological resources and ensuring that the laboratory effectively contributes to students’ overall language proficiency development.

The study examined the perceived impact of Pidgin English on the writing
skills of undergraduates in the University of Benin, Benin City, Nigeria.
Three research questions were raised to guide this study.
The research design adopted for the study was the descriptive survey
research design. The population of the study comprised of seven thousand,
eight hundred and fifty six (7,856) students in the Faculty of Education,
University of Benin, Benin City. From the population, a sample size of one
hundred and sixty (160) undergraduates was drawn using the simple random
sampling technique. A research instrument tagged “Questionnaire on the
Impact of Pidgin English on the Writing Skills of Undergraduates” was used
to gather responses from students. The data retrieved were analyzed by the
use of a computer software statistical tool (SPSS). Results after analysis were
presented in tables using Mean and Standard Deviation.
The study revealed that students’ use of Pidgin English is on the rise. It was
also found from the study that Pidgin English has significantly affected the
formal writing skills of undergraduates in the University of Benin, Benin
City. The study therefore recommended that universities and secondary
schools alike should incorporate language awareness initiatives into their
curriculum to educate students on the difference between formal and
informal language use. Also, educational institutions should reinforce
English writing courses, with emphasis on grammar, vocabulary, and formal
writing skills with emphasis on the common errors influenced by Pidgin
English

The stucy investigated challenges of teaching English language in rural areas using Ikpoba-OkhaLocal Government Area of Edo State as a case study. The design adopted for this study is the descriptive survey method. Four (4) research questions were raised for the study. The population of this study consisted of all the secondary school teachers inlkpoba-Okha Local Government Area of Edo State. A total of sixty (60) teachers were prposively selected as the sample size from eight (8) secondary schools in the LGA. A structured questionnaire was used to collect data from respondents. The research instrument used was validated/ by experts in the Department of Educational Foundations. Data collected from the survey were statistically analyzed. Afier analysis, results were display edontables showing frequencies, percentages, mean scores and standard deviations of responses, including the decisions made. Based on the fndings, it was discovered mother tongue interference affects rural students' pronunciation of certain English words and comprehension of English language; there is not enough provision of school facilities for the/ adequate teaching and learning of English Language in rural areas, etc. Some recommendations were made afterwards. It was reconmended that students should be made aware of the differences in the phonological, orthographical, vocabulary and grammatical patterns in English and their mother tongue; government should provide adequate, spacious classes with adequate equipment and school facilities in order to meet the needs of the learners and their aspiration, etc

This study was design to examine the Influence of Christian Religious Studies on immoral practices in senior secondary schools: a case study of secondary schools in Onitsha South Local Government of Anambra State. To achieve this purpose the following research questions were put forward: Is the teaching of Christian Religious studies prevalent in secondary schools in Onitsha South Local Government Area of Anambra State? Does the absence of Christian Religious studies lead to moral decadence? What are the immoral practices/behaviors seen among secondary school students? What are the reasons behind the exhibition of immoral practices among secondary school students? Has Christian Religious studies been effective in improving the morals and behaviors of students in secondary schools in the area of study? This study adopted the descriptive research design and the major instrument used for data collection was questionnaire. The questionnaire was validated and reliability was determined through test retest method. The data collected was presented in frequency count and percentage for all the one hundred and fifty three (153) respondents draw from the twelve(12) secondary schools in Onitsha South Local Government Area of Anambra State through simple random sampling techniques. This project is in five chapters, these includes Chapter one which is the introduction, Chapter two deals with the review of related literature, Chapter three is the methodology while Chapter four is the presentation of results and discussion of findings and Chapter five is the summary, conclusion and recommendations.

The main purpose of this study is to investigate the career choices among senior secondary school students in Egor Local Government Area of Edo state. Five research questions were raised to guide the research. A descriptive survey research design which involves collection of data through the use of questionnaire was adopted to solicit
information from respondents. The population this study consists of the five thousand seven hundred and eighty-eight (5788) in the twelve (12) public senior secondary schools. The sample size of the study is one hundred and twenty (120) students which makes up 2.1% of the population size. A simple random sampling technique was used to used to select sample for study. Simple percentage and frequency count was used to analyse the responses of the respondents. The findings of the research revealed that parental influence has a significant impact on the career choices of students. A student's choice of career can be affected by the peer group of such a student. Gender has no significant relationship with the choice of career of students. The age of the students have no impact on the career choice of senior secondary school students. There is a significant relationship between the students career choice and academic performance. It was recommended that parents should enlighten their children on different
career choice at a tender age. Guidance and counseling services should be made available in secondary schools to guide the students. Finally, students should ensure they have proper information about their intended career choice and such choice should be born out of passion and ambition