DEPARTMENT OF EDUCATIONAL FOUNDATIONS

This study examined effects of family divorce on children academic performance: a case study of Ovia North East Local Government Area of Edo State. Related literatures of eminent scholars’ views on the study were reviewed. A descriptive survey was employed to carry out the study. The population of this study comprised of all pupils in Ovia North East Local Government Area. One hundred (100) respondents were sampled for this study. To ensure a representative sample for this study, sampling was done using the simple random sampling technique. The research instrument employed for this study was a self-structured questionnaire that sought information from the respondents from selected schools. The reliability of the research instrument was ascertained using test-retest reliability technique. The reliability of the retrieved instrument was ascertained using Cronbach Correlation Coefficient method. A reliability coefficient score of 0.76 was obtained. Data was collected from the respondents and analyzed using descriptive statistics such as frequency count and simple percentages.

This study was carried out to examine the influence of task based method on the teaching of indigenous language in Junior Secondary Schools in Egor Local Government Area of Edo State. The research was carried out as a survey research using relevant literature from journals, books and the internet. Three research questions were raised and analyzed for the purpose of this study. A purposive sampling technique was used in selection of a hundred (100) students of JSS 2 and JSS 3 in four junior secondary schools in Egor local government area of Edo state. The data was collected with questionnaire and analyzed using simple percentage. The study reveals what task based method is all about. It reveals the necessity of teaching indigenous languages in schools and also reveals the fact that task based method is very effective in teaching indigenous language. The study also unveils certain challenges in task based teaching method and how teachers can handle these challenges. The study further shows that task based method is very helpful in teaching indigenous language. This means that in order for teachers to properly inculcate indigenous language to students, task based method should be used. Compared to other methods of teaching, task based method has been proven to more effective in teaching indigenous language. This study also unveils that fact that students find it easy to learn when task based method is applied. Summarily, statistics shows that the indigenous language in Nigeria is on a speedy decline and it is likely to just disappear after a short while if this current generation is not equipped with the knowledge of our indigenous languages so it is necessary to educate them so that our indigenous languages will continue to be. As task based method has proven to be more effective, teachers are expected to study more about it and employ it when teaching indigenous languages to students.

This study investigates the impacts of mother tongue interference on the acquisition of English among students at the University of Benin (UNIBEN). A key challenge in second language learning, mother tongue interference can manifest across phonological, morphological, syntactic, and lexical levels, potentially hindering effective communication and academic performance. Descriptive and quantitative research approaches were adopted, utilizing a structured questionnaire as the primary data collection instrument. The sample comprised 100 randomly selected undergraduate students from various faculties within the University of Benin. The findings revealed common grammatical structures from prevalent local languages were often transferred negatively into English sentences. Furthermore, the study identified that students with higher reported exposure to their mother tongues in non-academic settings showed a greater frequency of these interference-related errors. This suggests that the dominance of the mother tongue in daily life acts as a considerable barrier to achieving English language proficiency

This study investigated students’ perception of the role of technology in their English language learning at the University of Benin. The research aimed to determine how students view technology’s contribution to grammar and vocabulary development, the four language skills, accessibility, independent learning, motivation, and challenges faced in its use. A descriptive survey research design was employed, and data were collected through an online questionnaire administered to 143 respondents from the Department of Educational Foundations. The instrument consisted of structured, closed-ended questions aligned with six research questions. Data were analyzed using frequency counts, simple percentages, and mean scores Findings revealed that students generally hold a positive perception of technology in English language learning. Most respondents agreed that technological tools enhance grammar, vocabulary, reading, writing, listening, and speaking abilities. The study also indicated that technology promotes independent learning and increases motivation and engagement among students. However, major challenges identified included poor internet connectivity, high data costs, and inadequate institutional support. Based on these results, the study recommends that universities improve digital infrastructure, provide regular ICT training for both students and teachers, and integrate technology more effectively into language learning programs to maximize its educational potential.

This study examined the impact of a technology-enhanced approach to teaching and learning English Literature in secondary schools in Oredo Local Government Area of Edo State. The survey research design was adopted because data were collected from a sample population with specific characteristics. Four research questions were formulated and answered using simple percentage analysis. The population of the study consisted of English Literature teachers and senior secondary school students in public secondary schools in Oredo LGA, from which a total of 100 respondents were selected as the sample using a random sampling technique. The instrument used for data collection was a structured questionnaire designed to elicit information on the availability, usage, and effectiveness of technology-enhanced teaching approaches in English Literature classrooms. The study was anchored on the Constructivist Learning Theory and the Technology Acceptance Model (TAM). The Constructivist Learning Theory emphasizes that learners actively construct knowledge through interaction, exploration, and engagement, suggesting that technology-enhanced instructional tools such as multimedia texts, audio- visual resources, and digital platforms can promote deeper understanding of literary concepts. The Technology Acceptance Model explains how perceived usefulness and ease of use influence teachers’ and students’ willingness to adopt educational technologies. Together, these theories provide a strong framework for understanding how technology integration can improve teaching strategies, student engagement, and learning outcomes in English Literature

The study investigated the factors responsible for students’ academic performance in public secondary schools.The population for this study consists of all public secondary school students in Oredo Local Government Area of Edo State. Out of the twenty-four public secondary schools in Oredo Local Government, eight secondary schools were selected for the study.This represents 33.3% of the total secondary schools in the local government. In each of the selected school, twenty students and five teachers were randomly selected to make a total number of two hundred (200) respondents. A simple random sampling technique was used to select the respondents. The instrument for the study was questionnaire, titled Assessment of factor responsible for students’ academic performance in public secondary schools’ questionnaire. (ASAPQ).Findings revealed that human resources, financial resource, physical resource and learning techniques influence students’ academic performance in public secondary schools. It was therefore recommended that subject teachers’ pre-service and in-service training must be encouraged and funded. Some innovative teaching methods and instructional strategies combined with new technologies to enhance effective and efficient teaching and learning

The study was carried out to examine the impact of online teaching and
learning on the academic performance of undergraduate students in the department of Educational Foundations, Faculty of Education, University of Benin. Five research questions was raised for this study: What are the social media platforms used by undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin?, To what extent are social media platforms used by undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin?, How does social media
influences the academic performance of undergraduate students in the Department of Educational Foundations, Faculty of Education University of Benin. The research design that was used is the research survey technique and the data collected was analysed using a simple percentage and frequency table. The major findings of this research, revealed that the Impact of Online Teaching and Learning on the Academic Performance of undergraduate students in the Department of Educational Foundations, Faculty of Education, University of Benin can be analyzed through several lenses and it has potential to provide access to education for a wider range of students.

The study focus was on the factors influencing the effective teaching of reading and writing skills among senior secondary school students in Oredo Local Government Area of Edo State. The design adopted for this study was the descriptive survey method. Five (5) research questions were raised to guide this study. The population of the study consisted of all fourteen (14) public senior secondary schools in Oredo Local Government Area of Edo State. The sample size for this study was a total number of one hundred (100) respondents; that is forty (40) students each from the five (5) schools sampled. A structured questionnaire was used to obtain data from respondents. Data collected from the survey was statistically analyzed. After analysis, results were displayed on tables showing frequencies and percentages of responses. The findings of the study revealed the factors influencing students’ reading and writing skills in Oredo Local Government Area which included teachers’ qualification, teaching methods, learners’ personality and background among others. Ways to improve students’ reading and writing skills in English Language serve as the recommendations provided for this study which includes but not limited to the following; teachers identifying slow learners and using appropriate teaching approach, schools employing qualified teachers, teachers considering the background of the learners when teaching, and so on.

This study assesses challenges of adopting Information and Communication Technology (ICT) in teaching history in higher institutions. Four research questions were raised to guide the study. The population comprised of history education students in University of Benin, Benin City. A sample of 150 was selected for the study. A descriptive survey research design was adopted. Data was collected using a structured questionnaire. The reliability of the instrument was ascertained and Cronbach alpha coefficient of 0.82 was obtained. The online survey method using Google Form was adopted in collecting data from respondents. Data collected was analyzed using descriptive statistics (mean and standard deviation). Results indicated that Internet and online databases did not constitute challenges to adopting ICT in teaching and learning history, there are qualified ICT instructors, however there are experiences/incidences of untrained ICT instructors and shortage of qualified ICT instructors, there are sufficient ICT classrooms/Building, there are occasions of poor teaching methods in using ICT for teaching history. The study recommended that university authorities should as a matter of policy provide regular training and retraining for ICT instructors, government should endevour to improve on manpower (ICT instructors) in other to ensure sufficiency and effective teaching and learning of history using ICT, instructors should endevour to engage the best teaching method so as to achieve the learning objectives and stimulate students’ interest in learning

The main aim of this research is to investigate the impact of societal influence on the
behavior of secondary school students in Egor local government area of Edo state . Descriptive survey research design was adopted for this study; 200 students selected through
the simple random sampling techniques participated in the study by providing data which
were sought through the use of questionnaires. The researcher’s supervisor validated the
questionnaire and descriptive statistics of frequency count and simple percentages were used
for analyses. The study revealed rhat the society influences the behavior of students either positively or
negatively .Through the various agents of societal influence, a child becomes acquitted with
his or environment. The role of parents as a social agent plays a prominent role in shaping a
child’s behavior toward his or her academics. The study reveals the impact of societal
influence on the behavior of secondary school students, examining how external factors
shape their attitudes, values and actions. The research highlights trends such as the growing
role of social media in influencing values and socio economic differences on the decision
making and aspiration of students. These influences can foster both constructive behaviors
such as leadership and academic diligence invluding aggression, delinquency and low self- xi
esteem. Societal influences including peer pressure, cultural norms, family and media
influences students’ academic performances. This research analyses data by collecting data
through questionnaires to identify the most impactful societal factor and their correlation
with students’ behavior. The study highlights the role of family in fostering positive
behaviors wjile addressing challenges such as delinquency and academic unachievement. The study reveals that supportive social structure can help reduce negative pressures and
promote students’ positive behavior