DEPARTMENT OF EDUCATIONAL FOUNDATIONS

The purpose of this research is on the extent of the use of instructional materials for effective teaching learning of History in Orsu Local Government Area of Imo state. This study reviewed works of several authors. To guide the study, four research questions were raised which are outlined thus, what are the types of instructional materials being used in teaching Senior Secondary School History in Orsu Local Government Area of Imo state? What are the problems faced by History teachers using instructional materials in teaching Senior Secondary
School History in Orsu Local Government Area of Imo state? What is the extent of availability of instructional materials in the teaching and learning of History in the secondary schools in Orsu Local Government Area of Imo state? How can the Factors and Problems affecting the use of instructional materials in Orsu Local Government be resolved?
The descriptive survey research design was used for this study. The population
of this study consists of the adult all adult learning centre in Imo metropolis. The population of the study comprised of two thousand six hundred and twenty- nine students (2,629) in the twenty (20) secondary senior schools in Orsu Local
Government Area of Imo state.The data collated were analyzed using simple
percentage.

This study carried out an assessment on examination malpractice in senior secondary schools. The study identifies the nature of examination malpractice in Nigerian schools, pointing out some of the student’s behaviours during examination that can be associated with examination malpractice. Behaviours such as talking during examination, unnecessary movement, asking of question from fellow candidates, and coming late to examination venue among others. Also, the roles played by the society and how parents aid and abet this act of malpractice were discussed. And lastly, some measures that are capable of minimizing its growth in our educational system were also suggested. A survey research design and a purposive sampling technique is what the researcher used to collect data for the above topic and a sample size of two hundred (200) respondents consisting of fifty teachers (50) and one hundred and fifty students (150). The findings of this study shows that examination malpractice is increasing despite different measures that have been put in place by different scholars who have treated similar topic. However, in this study, the researcher suggested more measures that is believed will go a long way to minimize, if not eradicate the menace of examination malpractice. As a result, recommendations was made regarding the illegal act.

This study was carried out to examine the influence of Christian religious studies on the morals of public junior secondary school students in Oredo local government area of Edo state. Five research questions were raised for this study: How do CRS programs influence the development of moral values among public junior secondary students? What are the perceptions of public junior secondary school students regarding the effectiveness CRS initiatives in fostering ethical behavior?
How do different types of CRS initiatives affect the moral development of public junior secondary school students? What roles do school administrators and teachers play in integrating CRS initiatives into the moral education of junior public secondary school students? What challenges do schools face in implementing CRS initiatives that aim to enhance the moral education of junior public secondary school students?
Descriptive survey research design was adopted for the study. A sample of the study consist of 100 students drawn from 5 secondary schools in Oredo Local Government Area of Edo State. 20 students were drawn from each school with the use of purposive random sampling technique.
The major findings of the study revealed how the influence of Christian religious studies influence the morals of public junior secondary school students. It was revealed that Christian Religious studies should be made a compulsory subject in the curriculum due to its positive effects in their school, it was revealed that quality CRS taught influence public junior secondary school students’ academic performance positively. religious beliefs affect students’ academic performance, it was revealed Christian Religious studies influence students’ academics, social and other behavioural characteristics. It was revealed that positive teacher student interaction contributes to students’ sense of belonging and engagement in the classroom. It was seen that effective morals thought through CRS studies made students develop good and gracious qualities. It was seen that the roles of Christian religious studies positively affect the growth i.e. cognitive, behavioral and otherwise of overall performance of public junior secondary school students.

This study examined the concepts of peace, peace education and its essence towards achieving a socially reconstructed Nigerian society where peace and harmony reign. It therefore sought to establish the role of peace education in social reconstruction, explore the essence and nature of peace education for social reconstruction in Nigeria, and draw attention to the epistemic import of peace education and role of the teacher and learners in social reconstruction. It also discussed how peace education is reflected in the Nigeria’s basic education system. Five research questions were raised to guide the study. The traditional philosophical methods of philosophizing namely speculative, analytical and prescriptive methodologies were employed. These methods clarified, explicated, evaluated and brought to bear the epistemic essence of peace education as a necessary form of education that can guarantee a true socially reconstructed Nigerian society where the Nigeria child or learner would see himself as an agent of peace, and thus contribute to the reconstruction of the Nigerian society and general development through purposive reflective thinking

L'étude a examiné l'influence des jeux en ligne comme outil d'apprentissage du français en dehors de la classe. Four objectifs particuliers ont été mis en œuvre dans cette étude, à savoir: examiner si les jeux en ligne peuvent contribuer à améliorer l'environnement d'apprentissage francophone. Pour déterminer si les jeux en ligne encouragent les élèves à apprendre le français pratiquement, pour évaluer si les jeux en ligne suscitent l'intérêt des élèves pour l'apprentissage du français en dehors de l'école et pour évaluer si les jeux en ligne peuvent améliorer leurs performances scolaires en français, l'étude a utilisé le sondage comme moyen de collecte de données. On a analysé la collecte des données en utilisant l'outil statistique par pourcentage. Les résultats montrent que l'analyse de l'impact des jeux en ligne sur l'apprentissage du français en dehors des formulations. D'après l'étude, il est essentiel que les jeux éducatifs offrent différents bénéfices qui permettent d'obtenir des résultats d'apprentissage positifs. Il est essentiel que les enseignants aient accès à une variété de jeux afin de pouvoir sélectionner des jeux qui correspondent aux compétences et aux besoins vii spécifiques des élèves. Il est essentiel d'ajuster les jeux en fonction des objectifs du programme et de cibler les compétences essentielles

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