DEPARTMENT OF EDUCATIONAL FOUNDATIONS

The study examined the knowledge of and attitude towards human trafficking among public secondary school students in Benin City. To guide the study, six (6) research questions were raised, two (2) was answered directly and four (4) were turned into hypotheses and tested at 0.05 alpha level. The study was a survey research design. The population of the study consists of all the thirty three thousand, four hundred and twelve (33, 412) students in the forty five (45) public secondary schools in Benin City of Edo State. A sample of three hundred and sixty (360) secondary school students from nine (9) public junior and senior secondary schools in Benin City using the Multistage Sampling procedure was employed. The instrument used was a questionnaire designed by the researcher. The instrument was validated by the researcher’s supervisor and two (2) test experts, one each in Measurement and Evaluation in the Department of Educational Evaluation and Counseling Psychology of the Faculty of Education, University of Benin. The internal consistency reliability of the instrument was determined through the Cronbach’s Alpha statistical procedure. Thus, Cronbach’s Alpha value of .85 and .72 were obtained for students’ knowledge scale and students’ attitude scale respectively. The analysis was done using percentage, mean, standard
deviation and the t – test of independent sample statistics. The findings of the study based on the research questions raised and hypotheses tested revealed that the students in Benin City have a moderate knowledge of human trafficking as well as negative attitude towards human trafficking. Sex and age of students have no significant influence on students’ knowledge and attitude towards human trafficking. It was therefore recommended among others that the moderate level of knowledge by students towards human trafficking should be improved and that the positive attitude of students towards human trafficking in Benin City should be condemned and that relevant authorities or agencies such as National Agency for the Prohibition of Traffic in Persons and other Related Matters (NAPTIP), United Nations Office on Drugs and Crime (UNODC) and Counseling Association of Nigeria (CASSON) should consciously make effort to set programmes of awareness on the dangers of human trafficking in secondary schools

This study was carried out to know the extent of influence of ICT in the teaching and learning of Oral English in secondary schools in Oredo Local, Government Edo State. The research was carried out as a survey using relevant literature from journals, magazines, books and the internet, three research questions were raised and analyzed for the purpose of the study. A random sampling technique was used in the selection of 50 secondary school students in secondary schools. The data were collected with questionnaire instrument and analyzed using simple percentage. The results revealed that:. Influence of ICT in the teaching and learning of Oral English in secondary schools are: The inadequate use of instructional materials, lack of funds, lack of good ICT devices,, teachers lack the technical knowhow on how to use some ICT device in the teaching and learning of Oral English, lack of Electricity ,over population of the classrooms. Based on the results, it was recommended that there should be proper and
regular provision of instructional Materials, funds by the government, teachers that can use ICT devices effectively and efficiently should be employed, constant electricity and equal ratio of teachers to students and well equipped oral laboratory.

The study examined English Language teachers’ instructional and feedback practices in the teaching of essay writing in secondary schools in Delta State. To guide the study, seven research questions were raised out of which four were hypothesized and tested at the 0.05 level of significance. The study adopted a descriptive survey research design, integrating quantitative survey responses with qualitative observation protocols. All the 121 English Language teachers in Ughelli North and Ughelli South Local Government Areas of Delta State made up the population of the study. A total of 106 (51 males and 55 females) secondary school English Language teachers participated in the study. Two research instruments, a questionnaire tagged “Teachers’ Instructional and Feedback Practices in the Teaching of Secondary School English Language Writing in Delta State” (r-0.89) and an observation schedule titled "Teachers’ Instructional and Feedback Practices in the Teaching of Secondary School English Language Writing in Delta State" (r -0.91) were used for data collection in the study. The instruments were duly validated and their reliability ascertained. Data were analyzed using descriptive statistics and inferential tests such as independent samples t-tests and one-way Analysis of Variance (ANOVA) to assess differences based on sex and years of teaching experience. Findings revealed that teachers generally reported moderate to high use of instructional strategies, including modeling, scaffolding, and guided writing processes. However, classroom observation data showed a lower frequency and quality of those practices in actual teaching. Similarly, while teachers claimed to provide timely and constructive feedback—primarily through written comments and verbal conferencing—observations indicated that such feedback was less frequent and less detailed during instruction. Support strategies for struggling writers, such as differentiation and one-on-one support, were also reported more often than observed in practice. Notably, a significant sex difference was found in instructional practices, with female teachers reporting higher levels of use of the identified instructional practices than male teachers. No significant differences were found in feedback or support practices based on sex or years of experience. The study concludes that sex was a significant factor influencing instructional practices but not feedback practices, while teaching experience did not significantly impact either. These findings suggest that good writing instruction depends not merely on teacher characteristics but also on pedagogical training, exposure to best practices, and institutional support. It was therefore recommended that the gap between what teachers say and what they actually do should be fixed by concerned authorities through the provisions of the necessary resources and training needed to support teachers' implementation of effective instructional and feedback practices.

This study was conducted to examine the factors affecting student performance in the study of history in higher institution a case study of the University of Benin. This study made use of the descriptive survey research design. The population of the study consisted One hundred (1,182) students which is also the sample respondents for the study. The instrument for data collection for this study was a self-constructed close-ended questionnaire the researcher's supervisors were part of the validation team. Data obtained from the study were analyzed using mean score analysis. It was found in this study that Students level of performance varies as a result of factors like strong analytical skills, teaching methods, complexity of historical analysis and ease of access to educational resources. Family, time management skills, student’s prior knowledge of history, quality of teaching, and personal motivation/interest in history are the factors responsible for the student performance in History in the university of Benin Students’ field trips, level of participation, use of modern technology, incorporation of global perspectives to history courses and the use of multimedia resources are innovative approaches that can be used to teach History in the university of Benin The student have access to the lecturers for academic and personal advice which fosters an open and supportive learning environment On the basis of the findings, it was concluded Students' performance in History at the University of Benin is influenced by various factors, including analytical skills, teaching methods, access to resources, and prior knowledge. Family background, time management, and personal motivation also play crucial roles. Innovative teaching methods such as field trips, modern technology, and multimedia resources enhance learning, while an open and supportive academic environment fosters better student engagement.

here are different subjects taught at secondary school level in
Nigeria that are deemed essential in contributing to personal, societal and national development, international cooperation, integration and academic achievement. These subjects’ ranges from pre-vocational, sciences, technical, humanities and art subjects which are recognized as genuine fields of academic scholarship. History as a subject fall within the general art and has for a long time enjoyed a place in Nigeria’s school curriculum especially in senior secondary level It can be likened to a nation living without memories or brain hence the need for teaching and learning of History to be taken seriously as it has the capacity to destroy the country’s younger generation and future workforce (Animba, 2021). The study of history is very important to any society. It helps a people to know more about itself by promoting the people’s understanding of their past, in terms of both internal and external relationship. Commenting on the importance of history, Omolewa (2015) 4 asserts that “history is a vast umbrella subject. It encompasses all disciplines, not just political and cultural history. It therefore includes literature, religion, the social and natural sciences, the arts, technology, and mathematics. To be ignorant of the political and cultural history of a people is also to be ignorant of the contributions of that people to all areas of intellectual activity”. The goal of History teaching in schools is to help young people develop an integrated spiritual world, via assimilation of the ethno-cultural, national and universal values that have been developed in the course of historical development, and by giving them experience in defining themselves in relation to these values

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 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.

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 ofteachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education.

This study examined the survey on the teaching methods of teaching poetry in junior secondary schools. In order to achieve the intended objectives of the study, three research questions were raised. The descriptive survey research design was employed for the study. The population of the study was made up of all junior secondary school students in Egor Local Government Area of Edo state. Hundred students were randomly drawn from five schools in Egor LGA of Edo state. A questionnaire was used for data collection. The data collected from the questionnaire were analyzed using descriptive statistics such of frequency, percentage, and mean . The findings showed that that the teaching method used in teaching poetry in secondary schools are effective, teachers use a mixture of different methods which includes recitation, traditional method, creative writing and guided reading and annotation when instructing poetry to Junior Secondary School students and students' English understanding affect their ability to understand poetry, lack of connection between daily life and poetry affect how much students like and understand it and culture can help students understand the hidden meanings in poetry. The following recommendations amongst others were made; Provide ongoing professional development opportunities for English teachers, specifically focusing on enhancing their skills in utilizing diverse teaching methods. This could include workshops, seminars, and training sessions to keep teachers updated on effective strategies for teaching poetry

This study examined the inclusion of digital instructional materials in the teaching and learning of Literature in English in senior secondary schools in Ikpoba Okha Local
Government Area of Edo State. The study was carried out to determine how digital tools are being used to improve students’ interest and understanding of literature, and to identify the challenges faced by teachers and students in using these tools. The research was guided by questions on the availability, usage, and effectiveness of digital instructional materials in literature classrooms. The study reviewed related literature and theories that support the use of technology in education, such as the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework. Previous studies revealed that digital materials like projectors, e-books, and audio-visual aids can make literature lessons more engaging, but their use is often limited by poor facilities, lack of training, and unstable power supply. A descriptive survey design was used for the study. Data were collected from teachers and students in selected public and private secondary schools through questionnaires. The results were analyzed using simple percentages to identify patterns and opinions among respondents. The findings showed that although most teachers and students appreciate the importance of digital instructional materials, their use in teaching Literature in English is still very low. Many schools lack the necessary equipment and internet access. However, in schools where digital tools are available, students show more interest, better understanding, and improved participation in lessons. The study concluded that digital instructional materials have a positive effect on the teaching and learning of Literature in English when properly used. It recommended that government and school authorities should provide more digital facilities, train teachers regularly, and ensure steady power supply to promote digital learning

This study seeks to examine the factors responsible for students' failure in the English language taking Oredo Local Government Area of Edo State as a case study. The blame has continued to be shifted from teachers to parents, government, students and the society regarding who is responsible for students' failure in the English language in secondary schools. It is against this background the study seeks to find out who is responsible, with close attention to the poor formative assessment practice of English lessons by teachers and promotion of students irrespective of their failure in English at a lower level. Four research questions were raised to guide the study, and a survey research design was adopted for the conduct of the study with the use of a questionnaire as the instrument for gathering data to answer the research questions. The use of mean, standard deviation, frequency count and tables were used to present the results for ease of discussion and interpretation. The results show that teachers, government, students and parents contribute to the existence of this problem. The study concluded that the poor formative assessment practice by English teachers and the practice of promotion of students irrespective of their failure in English at a lower level contribute highly to students' failure in their certificate examinations. Finally, appropriate recommendations like regular supervision of teachers' classwork to ensure formative assessment is practised etc were given to solve the present and recurring problem.