DEPARTMENT OF EDUCATIONAL FOUNDATIONS

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.

The study investigated teaching methods and students’ academic performance in senior secondary schools, Egor Local Government Area, Edo State. The design adopted for this study was the descriptive survey research method. Three research questions were raised to guide this study. The population of the study was a total number of all senior secondary school students in Egor Local Government Area of Edo State. The sample size for this study was a total number of hundred (100) students adopting the simpler and om sampling method. The data retrieved from respondents after sampling was analyzed by the use of a Computer Statistical Tool (SPSS), and the results were displayed on tables using frequency and percentage to represent the data.
From the findings of the study, it was concluded that some teachers are not proficient in the use of teaching methods for English Language. It was also recommended that students enjoy teaching when all teaching methods are used jointly for teaching and learning. It was therefore recommended that training, workshops and seminars should be organized to groom teachers and improve upon their teaching skills. It was also recommended that schools should ensure they monitor and check teachers to ensure they are qualified and have the necessary skills before they are employed to teaching schools.

This study examines teachers' perspectives on the implementation of Nigeria's National Language Policy on Education (NLPE) , which mandates the use of mother tongue (MT) or language of the immediate environment (LIE) as the medium of instruction in lower basic schools (Primary 1-3) in Edo State. The research addresses persistent implementation gaps despite policy provisions for cultural preservation, social cohesion, national identity and improved learning outcomes. Guided by five research questions focusing on challenges, material-performance relationships, attitudes, institutional support, and motivational factors, a descriptive survey design was employed. Data were collected via a structured questionnaire (TPLPIQ) from 90 teachers across Edo State's three senatorial districts, with 88 usable responses (97.8% return rate). Analysis used frequency counts and percentages. Findings reveal substantial discord between policy directives and actual classroom practice. While teachers acknowledge the cognitive and cultural benefits of mother tongue instruction, implementation remains largely ineffective due to systemic challenges including: scarcity of instructional materials in indigenous languages (Edo, Esan, Etsako, and others), inadequate pre-service and in-service training on bilingual pedagogy, linguistic heterogeneity within classrooms, parental preference for English-only instruction, and lack of standardized orthographies for some local languages. Teachers expressed concerns about abrupt language transitions affecting pupils' academic performance and noted that policy implementation varies significantly between urban and rural schools. The study recommends policy review to reflect ground realities, investment in vernacular curriculum development, sustained teacher capacity building, community sensitization on mother tongue education benefits, and establishment of monitoring mechanisms to support teachers in implementing language policy effectively while preserving indigenous languages and enhancing educational quality

The study determined the role of English in the academic performance of senior secondary school students in Ovia North-East local government area of Edo state. Following objectives include, to examine the level of English Language proficiency of students and their academic performance, to understand the performance of students in taking English Language as a subject, to investigate the teachers’ level of preparedness in their use of English in teaching English Language in schools and to highlight the challenges faced by students in learning English Language as a subject in schools. The study covers English Language proficiency skills such as reading skills, comprehension skills, and writing skills and students’ academic performance among senior secondary schools in Ovia North-East Local Government Area of Edo State, Nigeria. It covers four Senior Secondary Schools in Ovia North-East Local Government Area. The sample of the study comprised 120 secondary school students was selected. The study relied on primary data, obtained through administered questionnaire, to generate data from respondents. The data collected were analyzed by the use of descriptive statistics. Furthermore, from the hypothesis tested, it was found that there is a significant difference in the effect of English Language on Senior Secondary School Students‘ academic performance. There is no significant difference on the effects of English Language on gender performance The study recommends that teachers should emphasize the use of different teaching methods as it boosts students academic performance. English teachers should use the strategies that can be used to enhance students‘ proficiency of English as a language of instruction in word problem class.

Cette recherche se focalise sur l’influence de la conscience des affairessur l’apprentissage du français chez les etudiants de troisième et quatrièmeannée de l’University of Benin . Pour l’étude , nous avons utiliséunepopulation de 120 étudiants du Département des Langues Etrangères, University of Benin. Ces étudiants sont tirés de troisième et quatrièmeannée. Un questionnaire bien structuré est aussi utilisé pour prendre leur donnésetleur réponses. A travers notre recherche , il est découvert que la plupart des étudiantscroient que la conscience des affaires influencent beaucoup l’apprentissagede la langue française. Par exemple, environ 61.5%des répondantsdetroisième année sont d’accord qu’ils font des études personnelles surlaculture et la civilisation française à cause de leur intérêt dans le mondedesaffaires et une grande majorité de 78% des étudiants de quatrièmeannées’accordent que leur apprentissage de la langue française peut leur aider dansle monde des affaires. De même , la plupart des 'étudiants affirmequ’ils entreprendront une carrière à plein-temps dans le monde des affaires aprèsavoir terminé les études. Ainsi, grâce à notre recherche , nous avons pu découvrir l’influencedelaconscience des affaires sur l’apprentissage du français chez les étudiantsdel’University of Benin. Nous avons alors recommandé l’introductiondescours spéciaux sur le français au domaine du commerce par le départementDes Langues Etrangères. Ensuite ,l’université doit bien equipper lelaboratoire de langue afin que les étudiants puissent avoir une expériencedel’utilisation du français dans le domaine du commerce à travers des outilsaudiovisuels modernes. Et puis, Le Département des Langues Etrangèresdoit augmenter la période de l’immersion linguistique de 6 mois à uneannéepleine et organiser des excursions et des voyages aux pays francophonesafinque les étudiants puissant améliorer leur connaissance du français pratiqueutilisé au domaine des affaires. Enfin les etudiants doivent fairedesrecherches personnels pour pouvoir devenir plus compétents dans l’usagedes termes et les registres commerciaux

The study focuses on the prospects of InformationandCommunication Technology (ICT) in the teaching and learning of Englishlanguage in secondary schools in Olamaboro local government area of Kogistate. The survey design was adopted for the study. The simple random technique was used to select a sample size of one hundred (100) as the population of the study both private and Government owned schools were analyzed. Five research questions were raised to guide the study. The data collected were carefully analyzed using the simple frequency and percentage. The findings of the study revealed that the available ICT facilities for the teaching and learning English language in private owned secondary schools are television, cellphones, laptops and desktop computers while there were very few ICT facilities available in government owned schools. For instance, most government owned schools had two or three computers of which one or two are often faulty leaving just one functional computer for the entire school to use. In rural areas of Olamaboro local government area, villageslikeEmakwacha, Ogugu, Ofante, Adupi and Ogene, the prevailing schools there are government owned. Here, the students have no access to computers at all. Very few students have phones that accept internet connection. The teachings are all theoretical. With the classrooms environment unconducive and over populated, the students are conditioned to the traditional method of teaching as opposed to this present age where Information and communication technology is in prevalence. It has been proven beyond every reasonable doubt that ICT plays a crucial role in the teaching and learning of English language as opposed to the time past. There is a great discrepancy between students who have access to ICT facilities and those who have little or no access to it at all. The study reveals the fact that despite the various roles ICTplay in the teaching and learning of English language, schools situated in Olamaboro local government area are yet to extensively adopt them for teaching and learning as the efforts geared towards inculcating ICT into the school system have not yielded much fruit. This is due to various reason