DEPARTMENT OF EDUCATIONAL FOUNDATIONS

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

This research study was done to identify the factors that affect secondary school students' essay writing achievement using Egor Local Government Area Benin city as a case study. Three research questions and one hypothesis guided the study. The study adopted the descriptive survey research design.The population of the study consisted of 10 public schools in Egor Local Government Area Benin city. A sample of 150 students in 3 public secondary schools in Egor Local Government Area Benin city was used for the study. The research Instrument used to collect data for the study was a structured four-point Likert questionnaire, the validity of the instrument was ascertained by the researcher's supervisor and two other lecturers in the Department of Educational Foundations (DEF). The reliability was established using the Cronbach Alpha. The data were analyzed using the mean score, standard deviation and t-test.

The study investigated the influence of teachers’ qualification on the effective teaching and learning of English in Isoko South Local Government Area of Delta State. The design adopted for this study was the descriptive survey method Three (3) research question were raised to guide this study: Does teacher’s classroom effectiveness on the use of instructional materials influence student’s academic performance. What is the influence of effective communicatioin of teachers on student’s academic performance? Does the effect of communication affect the understanding of learners learning style in classroom environment? The population of the study consisted of all public senior secondary school students in Isoko South Local Government Area of Delta State. The sample size for this study was a total number of one hundred and thirty four (134) students who were selected using the simple random sampling technique. 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. From findings of the study, the study indicates that the majority of students perceive a positive impact on their academic performance when teachers effectively utilize instructional materials. This finding aligns with existing research highlighting the importance of incorporating diverse teaching aids to enhance student learning outcomes. The high mean scores across all items related to instructional material usage suggest that students acknowledge the benefits of visual aids, technological tools, and hands-on resources in facilitating understanding and engagement in the classroom. The recommendation for effective teaching in secondary school, emphasizes on academic goals should be encouraged; makes [goals] explicit Iand expect students to be able to master the curriculum; carefully organizes and sequences the curriculum.

The study was designed to investigate the Influence of Literacy on
Pupils Performance in Primary Schools in Ovia North-East Local
Government Area of Edo State. Three research questions and three research
hypothesis were also generated. Descriptive survey research design was adopted for this study. The population of this study consisted of the primary school pupils in the ninetyfive (95) public primary schools in Ovia North-East Local Government Area of Edo State where two hundred and fifty (250) primary school pupils were randomly selected from five (5) schools through the purposive sampling techniques. The YES or NO questionnaire was used while tables and simple percentages were used as method of data analysis. The findings of the study revealed that pupils in primary schools in Ovia North-East Local Government Area of Edo State are non-literates, that the ability of pupils to read and write significantly influence their academic performance in primary
schools in Ovia North-East Local Government Area of Edo State and that the total number of primary school pupils in Ovia North-East Local Government Area of Edo State who can read and write are not more than pupils who cannot read and write. Based on the above findings, recommendations were made.

The study investigated the influence of teachers’ qualification on the effective teaching and learning of English in Isoko South Local Government Area of Delta State. The design adopted for this study was the descriptive survey method Four (4) research question were raised to guide this study: Does teacher’s qualification have any influence on students’ academic performance in Isoko South Local Government Area of Delta State? What impact does teacher’s qualification have on students learning of English Language in Isoko South Local Government Area of Delta State? Does teachers’ qualification influence the type of instructional methods they apply for teaching English Language? Does teacher’s qualification influence their use of instructional materials for teaching English Language? The population of the study consisted of all public senior secondary school students in Isoko South Local Government Area of Delta State. The sample size for this study was a total number of one hundred and thirty four (134) students who were selected using the simple random sampling technique. 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. From findings of the study, it was revealed that most English teachers are incompetent which in turn affects the academic performance of students. It was also found that a good number of teachers do not make good use of instructional material, modern technological tools and gadgets, varieties of instructional delivery methods, as well as audio-visual resources, students’ academic performance would be improved and enhanced. It was therefore recommended that teachers attend workshops, seminars and other courses in order to equip themselves with new ideas of teaching and as well attain promotion. It was also recommended that government should invest on both teachers and students and make adequate provision for them in all respect.

This study examines the challenges that hinder the effective teaching and learning
of English language in Senior Secondary Schools within Oredo Local Government Area, Edo State, Nigeria. Despite the widespread recognition of English as a crucial subject in the Nigerian education system, students' performance in English has been consistently poor, as highlighted in the West African Examinations Council (WAEC) reports from 2016 to 2021. This research aims to explore various factors such as administrative challenges, curriculum content, and teacher-related issues that contribute to this problem. The study also investigates the extent to which instructional materials are utilized in the teaching process. The research utilizes a questionnaire distributed to English language teachers in public secondary schools in Oredo Local Government Area to gather data on the challenges faced by teachers, the impact of their qualifications and teaching attitudes, and the use of available instructional materials. The study identifies key barriers such as large class sizes, inadequate teacher training, and limited access to teaching resources. Teacher-related factors, including negative attitudes towards the subject and ineffective teaching methods, also play a significant role in hindering students' interest and performance in English. Based on the findings, the study proposes strategies to improve English language teaching in the region. These include enhancing teacher training programs, improving access to instructional materials, and integrating technology into the classroom to foster a more engaging learning environment. The research aims to provide evidence-based recommendations that can inform educational policies, school administration practices, and teaching methodologies, ultimately improving students' performance and attitude towards English language education in Oredo Local Government Area.