DEPARTMENT OF EDUCATIONAL FOUNDATIONS

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.

This study examines strategies for improving low academic performance in English language in secondary schools in Ovia North East Local Government Area of Edo State. Over the years, there has been a consistent decline in students’ performance in English Language. This sordid situation has caused teachers, parents, curriculum experts and
evaluators a serious concern. To carry out this investigation, data were collected from thirty- eight (38) English language teachers randomly from twenty secondary schools in
Ovia North East Local Government Area. Analysis of the data revealed that poorly trained English language teachers, poor instructional delivery, lack of infrastructural facilities, teachers’ attitude toward innovation, and the traditional content/knowledge oriented curriculum were factors associated with students’ low performance in English language. Based on the findings recommendations were made on strategies that will improve the quality of performance in the subject. In this work, data collected in the area of material, facilities and human resources available for teaching the subject, using questionnaire, personal interview and relevant textbooks. Put together, the research questionnaire distributed were forty.

The study examine the challenges of adopting Information Communication Technology (ICT) in teaching History in higher institutions using University of Benin as a case study. To achieve the objectives of the study, four research questionas were raised. The study adopted a descriptive survey research design, The population of this study consist of students in public secobdary schools in Ovia North East Local Government Area. A sample size consisting of 60 (sixty) final year students (History) were used for this study.. The random sampling technique was used to randomly select the respondents for the study. The instrument used for the study was a structured questionnaire titled “Challenges of Adopting ICT in teaching History Questionnaire” (CAICTTHQ). It was validated by the supervisor and two other lecturers in the Department. The data collected was presented using percentage and mean(×), standard deviation(SD) Findings from the study revealed that unavailability of ICT devices, lack of ICT skills, poor funding and lack of infrastructure influence the learning of History. Based on the findings, it was therefore recommended amongs others that the government and other stakeholders in education section should provide funds for the procurement and even distribution of ICT devices across public institutions in Edo State for the teaching and leaning of History and lecturers should be trained and retrained to acquire relevantcomputer skills so as to be efficient in their academic and administrative duties. This can be done through constant workshops and in-service training for teachers and other support staff on the use and application of ICT facilities.

During the crucial phases of cognitive and moral development in junior secondary schools, the impact of CRS education and the presence of teachers play a significant role. Adolescents in junior secondary school, typically between the ages of 11 and 14, experience a crucial period during which they form essential values and attitudes. At this period, students are struggling with intricate inquiries regarding their identity, values, and position in the world

History as an academic subjects is taught nearly in all the post primary institution, particularly in secondary Grammar schools and Grade 2 teacher training colleges in Nigeria, either as a compulsory or as an optioned subject. This is because the government curriculum specialist, parents, teachers and students have realized the short and long-term relevance of history to mankind.

Le but de cette étude était de l'analyse des faux amis dans l'expression de l'écrit des étudiants du Français langue étrangère à l'University of Benin. La méthode utilisée pour la collection des données etait les questionnaires avec 20 questions construites était distribués à 65 étudiants de quatrième année de University of Benin. La population était composée de 130 étudiants. Les données collectées étaient analysées en utilisant Pearson Correlation pour la fiabilité et le moyen, la dérivation standard et le
t-test pour les analyses. Les résultats montrent tout d'abord que les élèves ont des difficultés à traduire de leur mère vers la langue étrangère les mots qui ont du sens. Selon les résultats, la recommandation était donnée que c'est nécessaire que University of Benin continuez à enseigner davantage sur la traduction car elle révèle de faux amis.