DEPARTMENT OF EDUCATIONAL MANAGEMENT

In recent years, the widespread use of digital media has significantly transformed how university students communicate, learn, and express ideas. While digital platforms such as WhatsApp, Instagram, and Facebook have enhanced information sharing and connectivity, concerns have emerged about their influence on students' wvriting culture and academic performance. This study examined the impact of digital media on the writing culture of undergraduate students in public universities in Delta State, Nigeria. The study adopted a descriptive survey research design and was conducted in selected universities, including Delta State University, Abraka, and the Federal University of Petroleum Resources, Effurun. A structured questionnaire was used to collect data from a sample of 398 respondents, selected through a multi-stage sampling technique. Data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations with the aid of the Statistical Package for the Social Sciences (SPSS). Findings revealed that WhatsApp, Instagram, and Facebook are the most frequently used platforms, with most students spending between one and six hours daily online. While digital media facilitates learning, vocabulary development, and collaboration, it also promotes informal writing styles, spelling errors, and reduced originality. The study concludes that digitalmedia exerts both constructive and disruptive effects on students' writing practices. It recommends integrating digital literacy and academic writing training into university curricula, organizing workshops on formal writing, promoting plagiarism detection tools, and improving access to scholarly digital resources to enhance responsible digital engagement. Keywords: Digital media, writing culture, undergraduates, public universities, Delta State.

This study investigated the influence of transformational leadership style on teachers’ job satisfaction in secondary schools in Ovia North-East Local Government Area of Edo State. The study examined how various dimensions of transformational leadership—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—affect teachers’ levels of satisfaction in their work environment. A descriptive survey research design was adopted. The population consisted of all secondary school teachers in the area, and a sample was drawn using appropriate sampling techniques. A structured questionnaire was used for data collection, and the reliability of the instrument was ensured through a pilot test. Data collected were analyzed using descriptive and inferential statistics. Findings revealed that transformational leadership style significantly influences teachers’ job satisfaction, with principals who demonstrate supportive, motivating, and innovative leadership contributing positively to teachers' morale and commitment. Based on the findings, it was recommended that school administrators adopt transformational leadership practices to improve teacher satisfaction and overall school performance.

The study concluded that undergraduates are not using the reference management software (RMS) and that reference management software plays no role in their undergraduate learning. Undergraduates in Uniben are faced with challenges in using RMS such as a lack of training, instruction, and computer skills. In view of the findings of the study, the following recommendations were made Reference Management software should be provided and made available in Universities and students exposed to it. Proper instruction and training on RMS, and citation styles should be given to students to enhance their usage. The computer skills of students should be enhanced and as well be provided with technical support majorly from the university library.

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