DEPARTMENT OF EDUCATIONAL MANAGEMENT

This research examined the impact of teaching methods on the academic achievement of students in Economics in senior secondary schools in Ovia North East Local Government Area of Edo State. The study was designed to critically investigate how various teaching approaches influence students’ learning outcomes and performance in the subject. The study adopted a descriptive survey research design, and data were collected through the administration of structured questionnaires to Economics teachers and students across selected secondary schools in the area. The findings of the study revealed that the methods employed by teachers play a significant role in determining students’ academic performance. It was discovered that the use of interactive and learner-centered methods such as discussion, project, and inquiry-based techniques enhances students’ understanding and retention of Economics concepts better than conventional teacher-centered methods like the lecture approach. The study further established that when teachers employ a mix of teaching strategies, students tend to be more motivated and perform better academically. Based on these findings, it was recommended that Economics teachers should integrate a variety of effective teaching methods to accommodate different learning styles. Furthermore, the Ministry of Education and school administrators should organize regular training programs, workshops, and seminars to update teachers on modern and effective instructional strategies that promote active learning and improve students’ achievement in Economics.

The study was based on “An Analysis of the Level of Exposure of Secondary School Students to Social Networking Sites in Ovia North East LGA of Edo State”. In order to achieve the intended objectives of the study, five research questions were raised and
answered using the descriptive survey research design. The population of the study comprised of the 80 senior secondary school students in public and private schools in Ovia North East L.G.A. of Edo State. A well-structured questionnaire was the instrument used to elicit information for the study. The data collected were analysed into tables using simple percentage, frequency, mean and standard deviation to answer the research questions as well as interpretation of the information gathered. The findings of the study revealed that WhatsApp, Facebook, and Twitter/X are the predominant social networking sites among secondary school students, while Instagram was the least used. That students are highly exposed to social networking sites, also, findings revealed that both male and female students showed high exposure to social networking sites amongst others. Based on the findings, it was recommended that educators and school administrators should integrate digital literacy and responsible social media use into the school curriculum, that parents should actively monitor and guide their children’s social media use, that policymakers and education authorities should design policies that regulate the use of mobile devices during school hours; furthermore, that school counsellors and mental health professionals should provide sensitization programs and counselling to address issues such as cyberbullying, online peer pressure etc. and finally, it was recommended that special attention should be paid to demographic differences revealed in this study.

This study was designed to investigate the use of social media among public secondary school students in Egor Local Government Area of Edo State. To achieve the purpose intended for the study, four research questions were raised to guide the study. The questions raised and examined include to what extent does the use of social media influence student academic performance in Egor Local Government Area of Edo State? Which social networking sites public secondary school students in Egor Local Government Area of Edo State visit more often? What purposes do students in public secondary schools in Egor use their chosen social media for? Which Information Communication Technologies do students’ mostly use to explore their social media? The population of the study comprised of four thousand eight hundred and sixty-four students (4,864) in the twelve (12) secondary senior schools in Egor Local Government Area of Edo State. The sample for the study consists of four ix hundred and eighty-six (486) students which 100% of the total population drawn from three (3) senior secondary schools in Egor Local Government Area of Edo State. The simple random sampling technique was used in selecting these three schools from the total numbers of Senior Public Secondary Schools in Egor Local Government Area of Edo State. One hundred and sixty-two (162) students were drawn from each school with the use of purposive random sampling technique. The reliability index of the instrument was 0.73 using Cronbach’s alpha statistical formula from data from the pilot study carried out on it. The data collected were analysed using frequency count, simple percentage, and mean score standard. Findings from the study revealed that Male and female students use social media networks differently in different frequencies. It was discovered that female students use social networking sites more to explicitly foster social connections. It was seen that gender determines the level of social media network usage from the study it was recommended that students should be educated on the influence of social media on their academic performance. Students should be monitored by information and communications technology facilities for teaching student in senior secondary schools. Teacher should properly utilize the available information x and communications technology facilities in teaching student in senior secondary schools.

The study examined the Influence of Transformational Leadership Style on Teacher Job Satisfaction in Public Secondary Schools in Egor Local Government Area of Edo State. Four research questions were made; The population of the study consist of all the one hundred and ninety-six (196) teachers from the 14 public Junior secondary schools in Egor Local Government Area of Edo State. The sample size selected for this study is one hundred and twenty five (125) Junior Secondary School Teachers, selected randomly using simple random sampling technique. from the 14 public Junior secondary schools in Egor Local Government Area of Edo State The findings of the study revealed that; Teachers who perceive their school leaders as transformational leaders report higher levels of job satisfaction. This suggests that inspiring and motivating leadership practices enhance teachers' morale. Transformational leaders foster an environment of trust, encouragement, and recognition, which significantly increases teachers' motivation and commitment to their roles. Schools with transformational leadership styles tend to provide better opportunities for teacher development, leading to improved job satisfaction. The following recommendations were made; Implement regular training programs to develop transformational leadership skills among headteachers and school administrators. Encourage school leaders to recognize teachers' efforts and achievements to boost morale and job satisfaction. Invest in continuous professional development opportunities tailored to teachers' needs to foster growth and satisfaction

The study investigated the effectiveness of QR codes in enhancing information retrieval in academic libraries: A study of University of Benin. To achieve the purpose of the study, four research questions were raised and answered. The sample size for the study was made up of 100 professional and paraprofessional staff in John Harris Library, University of Benin, Benin City. This is made up of 13 professionals and 87 paraprofessionals. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of data was done using frequency count and percentages. The findings from the study include that QR codes play a pivotal role in enhancing information retrieval in academic libraries in
University of Benin by improving access, navigation, and user interaction within the library system. It was concluded that strategies that can be adopted to improve the integration and use of QR codes for information retrieval in academic libraries in
University of Benin include staff training, awareness campaign on QR codes usage, Strategic placement of QR codes, regular update of QR code links and integrating QR codes into library resources. The study recommended among others that the University of Benin school management should conduct periodic training sessions for library staff to enhance their proficiency in creating, managing, and troubleshooting QR codes. This will ensure seamless support for users and improve the overall effectiveness of QR code integration

This study examined analysis of the level of parents involvement on students’ academics in public secondary schools in Ovia North East Local Government Area of Edo State. In order to achieve the objectives of the study, four research questions were raised . The population of this study consist of the twenty-eight (28) public secondary schools in Ovia North East Local Government Area of Edo State with a total of 5973 (JS2) students. The population of this study consist of the twenty-eight (28) public secondary schools in Ovia North East Local Government Area of Edo State with a total of 5973 (JS2) students. The instrument for this research was a structured questionnaire titled “Level of Parents Involvement Questionnaire (LPIQ), The instrument was validated by the supervisor. Data collected for research question were analyzed using mean and standard deviation The findings from the research questions showed that there is a high level of parents involvement in students academics, examination, course work and co-curricular activities in public secondary schools in Ovia North East Local Government of Edo State. Based on the findings it was recommended that parents who are not involved in their children education should be constantly sensitized while those who are involved should be encouraged to continue doing so.

This study examines the relationship between teacher–student relationships and students’ academic performance in public secondary schools in Egor Local Government Area. The research is motivated by concerns over declining academic outcomes and the need to understand how interpersonal dynamics within the classroom influence learning. A descriptive survey design was adopted, with a sample of students and teachers selected from selected public secondary schools using stratified and random sampling techniques. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive statistics and inferential tools such as correlation and regression analysis.
Findings reveal that positive teacher–student relationships—characterized by mutual respect, effective communication, emotional support, and fairness—are significantly associated with improved academic performance among students. Conversely, strained or distant relationships were linked to low motivation, poor classroom participation, and weaker academic outcomes. The study also indicates that factors such as teacher attitude, classroom environment, and level of student engagement mediate this relationship.
The study concludes that the quality of teacher–student interaction plays a crucial role in shaping students’ academic success in public secondary schools. It recommends that teachers adopt more supportive and student-centered approaches, while school administrators should promote professional development programs that enhance interpersonal and classroom management skills. Strengthening teacher–student relationships is essential for improving academic performance and overall educational outcomes

This study investigated the responsibilities of school managers in implementing the national policy on education for school development in public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The study aimed at finding solutions to the challenges faced by school managers in the implementation of the National policy on education in public secondary schools of Ovia North East Local Government Area, Benin City, Edo State. To achieve the purpose of the study, three research questions and a null hypothesis were raised and tested. dopting the descriptive survey design, data for the study were collected using an instrument which is a Questionnaire. The reliability coefficient of the Questionnaire was 0.76. The random sampling techniques was employed in the selection of 100 teachers who were randomly chosen from 20 public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State. The collected data were analyzed using the descriptive statistics (mean) and Pearson’s product moment correlation formula for testing the hypotheses. It was revealed by the study that the school management experience the issue of finance which result to poor implementation of the national policy on education in public senior secondary schools in Ovia North East Local Government Area, Benin City, Edo State.

This study explores the influence of school climate on the academic performance of secondary school students in Ikpoba Okha Local Government Area of Edo State, Nigeria, with the primary aim of understanding how environmental and relational factors within schools impact student achievement. The research seeks to identify specific elements of school climate that contribute positively or negatively to students' academic success and to determine the differences in school climate between private and public schools, as well as their respective effects on performance. Ultimately, the purpose is to inform educational policies and interventions aimed at enhancing school environments to foster better academic outcomes for students. Employing a descriptive survey design, the study gathered data from a sample of 100 students selected through simple random sampling from five public and five private secondary schools. The primary instrument used was a structured questionnaire based on a modified Likert scale, which was validated through expert review and tested for reliability via a test-retest method. Data analysis involved descriptive statistics, including mean scores, with a predetermined criterion mean of 2.50 to determine the significance of responses. This approach allowed for an objective evaluation of students’ perceptions regarding various aspects of school climate and their impact on academic performance. The findings reveal that school climate has a significant effect on students' academic success, with positive climates fostering engagement, motivation, and higher achievement, whereas negative environments correlate with poor performance. Notably, private schools tend to have more conducive climates characterized by better safety, infrastructure, and motivated teachers, which translate into higher student performance compared to public schools. Based on these insights, the study recommends that educational authorities prioritize improving infrastructural facilities, safety measures, and teacher motivation within public schools, as well as promoting policies that cultivate supportive and psychologically safe learning environments. Such targeted interventions are essential to bridge performance gaps and enhance overall educational quality.

This study examines the relationship between teacher–student relationships and students’ academic performance in public secondary schools in Egor Local Government Area. The research is motivated by concerns over declining academic outcomes and the need to understand how interpersonal dynamics within the classroom influence learning. A descriptive survey design was adopted, with a sample of students and teachers selected from selected public secondary schools using stratified and random sampling techniques. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive statistics and inferential tools such as correlation and regression analysis.
Findings reveal that positive teacher–student relationships—characterized by mutual respect, effective communication, emotional support, and fairness—are significantly associated with improved academic performance among students. Conversely, strained or distant relationships were linked to low motivation, poor classroom participation, and weaker academic outcomes. The study also indicates that factors such as teacher attitude, classroom environment, and level of student engagement mediate this relationship.
The study concludes that the quality of teacher–student interaction plays a crucial role in shaping students’ academic success in public secondary schools. It recommends that teachers adopt more supportive and student-centered approaches, while school administrators should promote professional development programs that enhance interpersonal and classroom management skills. Strengthening teacher–student relationships is essential for improving academic performance and overall educational outcomes.