DEPARTMENT OF EDUCATIONAL FOUNDATIONS

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.

The study accessed the impact of the use of audio-visual materials in the teaching and learning of history in senior secondary schools in Ovia North East Local Government Area. Four (4) research questions guided this study. The population of this study comprised of a sample of 102 respondents were used for the study. The findings of the study revealed the level of knowledge available to teachers of history on the use of audio-visual materials includes: knowledge on the right audio-visual materials to make topics in history relatable, types of audio-visual materials and how to operate them and the steps the school heads have taken to increase the use of audio-visual materials among teachers including making the audio-visual materials available and the use of it compulsory, organization of work materials, and supervision of the use of audio-visual materials by teachers

This study investigates "Influence of Social Media on Students Mode of Dressing in the University of Benin" Data collected were analyzes using "test-retest " method for the study. The population of the study consists of five faculties in the university of Benin, with the total population selection of two hundred students(fifty students from each of the faculties). The research Instrument used for the study was questionnaire. The questionnaire was divided into two sections. "Section A" was designed to generate personal information of the respondents, while the " Section B" comprises of items in the topic being researched. It was constructed with care to reflect the problem of the study such that the items would be relevant to the purpose of the study. The instrument was reviewed and validated by the project supervisor from the Department of Educational Foundations in the University of Benin. Findings revealed that there is pervasive acknowledgment among students regarding the strong impact of social media on their clothing choices. That majority of university of Benin students expressed the importance of expressing their unique style and authenticity through their clothing choices on social media. Based on these findings, the following were recommended; That University of Benin should integrate digital literacy programs into its curriculum to empower students to engage with social media critically. Also The university can organize workshops and awareness campaigns to address the self-consciousness resulting from social media exposure.

The main study is to discuss about the impacts of ASUU strikes on the academic performance of university students; using UNIBEN as a case study. The Academic Staff Union of Universities (ASUU) in Nigeria has frequently engaged in strikes,causing significant disruptions in the education system. This study examines the impact ofASUU strikes on the academic performance of students both negatively and positively, with a specific focus on the University ofBenin (UNIBEN). Survey research design was adopted in this study. Through qualitative and quantitative methods, this research reveals the multifaceted effects ofthese strikes on the academic performance which are psychological health, skill retention, waning interest in educational system, sound education to the poor, motivation of students etc.Strikes disrupt the academic calendar, leading to an extended time frame for the completion of academic programs. This disruption often results in a loss of academic momentum, with students having a disjointed understanding oftheir courses. Reduced learning time due to the strikes is another area of concern. The absence of academic activities during strikes deprives students of the much-needed time to comprehend and assimilate their course materials. This study finds that this is particularly detrimental in the study of complex subjects that require continuous engagement. Interestingly, this research uncovers an unexpected dimension: self-directed learning. While not prevalent among all students, some take advantage ofthe strike period to study and research independently, improving their ability to learn autonomously. Despite this potential benefit, it does not counterbalance the overall negative impact ofthe strikes. Furthermore, the strikes induce a significant level of stress and anxiety among students, affecting their motivation to study and overall mental health. In the long run,these psychological impacts can undermine academic performance. The study also addresses the issue of skill decay, which results from a lack of academic activities during the strikes. The prolonged academic inactivity might lead to students losing their acquired skills, adversely affecting their academic performance upon resumption. Finally, the study sheds light on the economic implications of these strikes. Forced
into inactivity, some students turn to entrepreneurship or employment during the strike period. While this might be economically beneficial in the short term, it often distracts students from their academic pursuits when classes resumes.

The study investigated influence of English Language teaching methods on public secondary school students in Egor Local Government Area of Benin City. The design adopted for this study is the descriptive survey method. Three (3) research questions were raised for the study. The population of this study consisted of all the English Language secondary school teachers in Egor Local Government Area of Benin City. A total of sixty (60) English Language teachers were randomly selected as the sample size from eight (8) public secondary schools in Egor Local Government Area of Benin City. A structured questionnaire was used to collect data from respondents. The research instrument used was validated by experts in the Department of Educational Foundations. Data collected from the survey were statistically analyzed. After analysis, results were
displayed on tables showing frequencies, percentages, mean scores and
standard deviations of responses, including the decisions made. Based on the findings, it was discovered that the majority of the teachers in Egor Local Government Area of Benin City mostly make use of the communicative language teaching method to teach English Language, the teachers need to adopt varying teaching methods in a lesson in order to achieve their goal in the class, etc. Following the findings, some recommendations were made on how to ensure adequate use of language teaching methods in public secondary school in Egor Local Government Area of Benin City. It was recommended that there is strenuous supervision of academic activities in secondary schools in Egor Local Government Area of Benin City by both internal and external authorities, workshops be organized for teachers of English to refresh their language teaching skills
and enable them also, to be up-to-date on the traditional and modern
language teaching methods, etc.

The study investigated influence of English Language teaching methods on public secondary school students in Egor Local Government Area of Benin City. The design adopted for this study is the descriptive survey method. Three (3) research questions were raised for the study. The population of this study consisted of all the English Language secondary school teachers in Egor Local Government Area of Benin City. A total of sixty (60) English Language teachers were randomly selected as the sample size from eight (8) public secondary schools in Egor Local Government Area of Benin City. A structured questionnaire was used to collect data from respondents. The research instrument used was validated by experts in the Department of Educational Foundations. Data collected from the survey were statistically analyzed. After analysis, results were displayed on tables showing frequencies, percentages, mean scores and standard deviations of responses, including the decisions made. Based on the findings, it was discovered that the majority of the teachers in Egor Local Government Area of Benin City mostly make use of the communicative language teaching method to teach English Language, the teachers need to adopt varying teaching methods in a lesson in order to achieve their goal in the class, etc. Following the findings, some
recommendations were made on how to ensure adequate use of language teaching methods in public secondary school in Egor Local Government Area of Benin City. It was recommended that there is strenuous supervision of academic activities in secondary schools in Egor Local Government Area of Benin City by both internal and external authorities, workshops be organized for teachers of English to refresh their language teaching skills and enable them also, to be up-to-date on the traditional and modern language teaching methods, etc.

The study aimed to assess the problems of teaching history in Nigeria secondary school using secondary schools in Oredo Local Government Area, Edo State, as a case study. Four (4) research questions guided this study. The population of this study comprised of a sample of one hundred and forty-four (144) respondents which was selected through simple random sampling technique. The study adopted survey research design for the study and the major instruments used for data collection was questionnaire. The findings of the study revealed that the shortage of qualified history teachers in Nigerian secondary schools highly impact the quality of history education, that inadequate instructional materials and resources to a high extent hinders the effective teaching and learning of history in Nigerian secondary schools, the results of the analysis conducted revealed that the current history curriculum in Nigerian secondary schools fails to represent Nigeria's rich historical and cultural diversity, and highly affects student interest and engagement and also revealed that the marginalization of history as a subject within the Nigerian secondary school curriculum has highly contributed to the decline in its popularity among students and educators.

Financial stress among undergraduate students in Nigerian higher institutions has
emerged as a significant barrier to academic success and overall well-being. This study
investigated the impact of financial stress on students' academic achievement at the
University of Benin using a descriptive survey design. The study population comprised
undergraduates from the University of Benin, with a sample size of 150 students, selected
through simple random sampling across five major faculties. Data were collected using a self-administered questionnaire titled "Financial Stress and
Students Academic Achievement" (FSASAA) consisting of 25 items. The instrument's
validity was established through content validation by experts, and its reliability was
determined using the test-retest method, achieving a Pearson Coefficient of 0.78. The findings revealed that financial stress significantly affected students' academic
performance, with a substantial proportion struggling to pay tuition fees, afford daily
needs, and access required educational resources. Factors contributing to financial
stress included budgeting challenges, the need to pay tuition fees independently, supporting family financially, and unexpected expenses. The study further highlighted the detrimental effects of financial stress, including
absenteeism, poor concentration, adverse mental and physical health impacts, and the
temptation to engage in examination malpractice. Potential solutions identified included
providing access to scholarships and financial aid, flexible tuition payment options, financial management workshops, and the availability of part-time jobs on campus. The study underscores the urgent need for comprehensive interventions and support
systems to address financial stress among undergraduates, ensuring equitable access to
higher education and promoting academic success and overall well-being.