DEPARTMENT OF EDUCATIONAL MANAGEMENT,

This study examines the perceived influence of financial aid on students' academic achievement at the University of Benin, Edo State. Given the economic challenges affecting students' ability to finance higher education, this research explores how various forms of financial aid such as scholarships, grants, loans, and work-study programs impact academic performance. Using a survey research design, data was collected from students who receive financial aid, and their responses were analyzed using descriptive and inferential statistics. Findings indicate that financial aid significantly enhances students' academic performance by reducing financial stress, improving access to educational resources, and allowing students to focus on their studies. However, challenges such as delays in disbursement and insufficient funding persist. The study recommends policy interventions to improve the effectiveness and accessibility of financial aid programs, ensuring greater academic success for students in Nigerian universities

This study examined head teacher's leadership behaviour and teachers’ job satisfaction in public senior secondary schools in Edo South Senatorial District. It also sought to determine whether there is a significant relationship between head teacher's leadership behaviour and job satisfaction based on the certain variables of directive, supportive, participative, and achievement-oriented leadership and job satisfaction indices such as workplace conditions, salaries/remunerations, relationships with colleagues, student behavior, parent participation, supportive, administration, supervision, responsibility, advancement and recognition. To guide the study, ten
research questions were raised and eight hypotheses formulated and tested at 0.05 level of significance. The study is a descriptive research that adopted the correlation survey design. The population of the study was 952 teachers and 136 head teachers in Public Senior Secondary Schools in Edo South Senatorial District. A sample of fifteen percent (15%) was taken from the population using the multi-stage sampling procedure and this amounted to 140 teachers and 20 head teachers in 20 schools. And 140 questionnaires were retrieved and used for the analysis. The multistage sampling procedure was used to select the sample of the study. Two questionnaires were validated with a reliability coefficient of 0.83 and were used to collect data for the study. The mean, standard deviation, percentages, Pearson r and Fisher’s Z statistics were applied to answer and test the research questions and hypotheses

This study investigated school-community relationship and students’ academic performance in public senior secondary schools in Edo State. Seven research questions guided the study. Research questions 1 and 2 were answered while questions 3-7 were hypothesized and tested at 0.05 level of significance. The study was a descriptive survey that adopted the correlation design. The population of the study comprised all the 313 public senior secondary schools in Edo State. The Multi-stage sampling procedure was adopted to select the sample size of 110 schools representing 35% of the population. A set of questionnaire titled ‘School-community relationship Questionnaire (SCRQ1) and a Checklist, titled ‘Student Academic Performance Checklist’ (SAPC) were used for the study. The reliability of the instruments was determined using Cronbach Alpha statistical tool and a reliability coefficient of 0.89 was obtained. The instruments were validated by the researcher’s supervisors. Questions one was answered using Mean and question 2 was answered using simple percentage, while Pearson r was used to test hypothesis 1 and Fisher’s Z statistics was used to test hypotheses 2-5. The findings revealed that the level of school-community relationship in public senior secondary schools in Edo State was moderate; students’ academic performance was high. There was a significant relationship between school-community relationship and students’ academic performance xv in public secondary schools in Edo State. The study further revealed that there was no significant difference in the relationship between school- community relationship and students’ academic performance in public secondary schools in Edo State based on school location, principals’ sex, work experience and qualification. It was therefore recommended, among others that the relationship between the school and the communities be improved by encouraging more participation of members of the community in school activities and awareness should be created to make them see the school as their own and hence safeguard the properties against vandalism and theft which could hinder effective teaching and learning activities leading to improved academic performance in the school. Seminars and workshops should be organized for principals as drivers of school- community relationship to expose them to modern trends of interpersonal relationship

This study examines the effects of technology on teaching and learning in primary and secondary schools in Egor Local Government Area, Edo State. The study investigates the availability of technological tools, the extent to which teachers and students utilize technology, and its impact on students’ academic performance. A total of 150 respondents, comprising teachers and students, participated in the study. Data was collected using structured questionnaires and analyzed using descriptive statistics, including frequency distribution, percentages, and mean scores. The findings reveal that technological tools such as computers, projectors, and internet access are widely available in schools, with strong administrative support for technology integration. The results also indicate that teachers frequently use technology to deliver lessons, while students engage in research, projects, and collaborative learning using digital tools. Furthermore, the study finds that technology significantly enhances students' academic performance by improving comprehension, problem-solving skills, and motivation. However, challenges such as limited funding, outdated equipment, and restricted access in some schools were identified. Based on these findings, the study recommends continuous investment in modern technological infrastructure, regular training for teachers on digital pedagogy, and policies to ensure equitable access to technology among students. Enhancing technological integration in schools will further improve the quality of education and learning outcomes in the study area

The study was carried out to investigate the influence of school environment on the academic performance of secondary schools in Edo state . The design of the study is descriptive while the population comprised principals, teachers students in the education zone. The sample size for the study was 100 respondents while a researchers’self developed questionnaire formed the instrument for data collection. A 20-item questionnaire was used to get information from the respondents. Based on the data collected and analyzed, the following results were obtained. The school location, library, school laboratories, sick bay and classroom sizes and spaces for teaching students and staff common room represented the major areas that to a great extent affect the academic achievement of students in public schools, with regard to buildings. It was also revealed that desks, current books and presence of library assistants constituted the areas of influence to the academic performance of the students with regard to library services in the public secondary schools. Both the principals and teachers agreed that access to reading materials in the school, lack of facilities, and nearness to school and insufficient qualified teachers has very greatly effect on the academic performance of the students. Inadequate teaching materials were also noted as a major factor affecting the students’ academic performance. The two groups also shared common views in terms of the great influence of school health services, fencing of school for security and provision of power supply as important variable affecting the academic achievement of the students of public secondary schools. Based on the above, the researcher recommends that schools should beprovided with functional libraries, equipped with current reading materials to help enhance both the students’ academic achievement and the teachers’ effectiveness in academic activities in the school.