EDUCATION,

This study investigated students’ conceptual understanding and misconceptions in genetics among Senior Secondary School II Biology students in public secondary schools in Egor Local Government Area, Benin City, Edo State. Three research questions guided the study. A descriptive survey research design was adopted for the study. The population comprised all Senior Secondary School II Biology students in public secondary schools within the study area, while a total of 400 students were selected using a multistage sampling technique. Data were collected using a researcher developed instrument titled Genetics Conceptual Understanding and Misconception Diagnostic Test. The instrument consisted of two sections. Section A collected demographic information, while Section B contained a 40 item two tier multiple choice test covering Mendelian inheritance, chromosomal concepts, molecular genetics, and genetics applications. Each correct response in Tier 1 and Tier 2 was awarded one mark, giving a total obtainable score of 80. The reliability of the instrument was established using the Cronbach Alpha method, which indicated that the instrument was reliable. Data collected were analysed using descriptive statistics such as frequency counts, percentages, mean, and standard deviation to answer the research questions, while inferential statistics using the independent samples t-test were employed to test the gender difference with the aid of the Statistical Package for the Social Sciences. Based on the findings, it was recommended, among others that biology teachers should adopt interactive and student centred teaching methods that promote conceptual understanding rather than rote memorisation. Strategies such as concept mapping, group discussions, and problem based learning should be encouraged

This study examined the influence of single parenting on delinquent behaviour among public senior secondary school students in Egor Local Government Area of Edo State. The study investigated how factors such as parental supervision, emotional support, absence of parental figures, and economic difficulties within single parent households contribute to students’ involvement in delinquent acts. Five research questions guided the study and five corresponding hypotheses were formulated and tested at 0.05 level of significance. The survey research design was used, and the population consisted of senior secondary school students in Egor Local Government Area. A sample of one hundred and twenty five students was selected through simple random sampling from five public secondary schools. A structured questionnaire served as the research instrument. The instrument was validated by experts, and the reliability was established through the test retest method, yielding a coefficient of 0.77. Data were analysed using descriptive statistics such as mean and standard deviation, while hypotheses were tested using the t test and Pearson correlation. The findings revealed that single parenting significantly influences delinquent behaviour among senior secondary school students. The study showed that inadequate supervision, low emotional support, absence of a mother or father figure, and financial challenges common in single parent households contribute to behaviours such as truancy, aggression, dishonesty, and peer influenced deviance. The results also showed that students from single parent homes exhibited higher levels of delinquent behaviour compared to those from two parent families. All hypotheses tested were rejected, indicating significant relationships between the components of single parenting and delinquent behaviour. The study concluded that family structure and the quality of parental involvement play important roles in shaping adolescent behaviour. It recommended enhanced parental supervision, emotional support, financial assistance for single parent families, school based mentorship, and community intervention programmes aimed at reducing delinquent tendencies among adolescents.

This study investigated the problems militating against the effective use of Artificial Intelligence (AI) in the teaching and learning of Chemistry in public secondary schools within Egor Local Government Area of Edo State, Nigeria. Guided by a descriptive survey design, the study sampled 100 respondents comprising 40 Chemistry teachers and 60 students drawn from selected public schools. A structured questionnaire and brief interviews were employed to gather data, which were analyzed using frequency counts, percentages, and mean statistics. Findings revealed that AI integration in Chemistry education is significantly low, with minimal availability and usage of AI tools such as virtual laboratories, simulations, and intelligent tutoring systems. Major barriers identified include inadequate infrastructure such as erratic electricity supply, poor internet connectivity, insufficient computers and digital devices and lack of technical support. The study further established that teachers, though generally willing to adopt AI, possess low competency levels due to limited training and poor exposure to AI-based instructional tools. Additionally, weak policy implementation, inadequate funding, and bureaucratic delays were found to hinder the effective deployment of AI initiatives in public schools. Despite these challenges, respondents strongly agreed that AI has the potential to enhance learning outcomes in Chemistry if properly integrated. The study recommends sustained government investment in digital infrastructure, continuous teacher training on AI pedagogy, curriculum reform to incorporate AI concepts, and strengthened partnerships between schools and private technology organizations. It concludes that effective AI integration requires a coordinated multi-stakeholder approach that addresses infrastructural deficits, builds teacher capacity, and ensures consistent policy execution, thereby positioning Chemistry education for improved innovation and student engagement

The main objective of this study was to investigate the impact of single parenthood on students’ academic performance in Ikpoba-Okha Local Government area, Edo State. In order to achieve this aim, literature was reviewed under the concepts of study. The survey research design was used. Questionnaire was used as instrument for data collection. Purposive sampling technique was employed in selecting the schools while the simple random sampling technique was used to select the participants of the study. The sample size of the study constituted of 100 students selected from a total student population of some selected secondary school in Ikpoba-Okha. The data was analyzed using SPSS version 25.0 to produce descriptive statistics. Data were presented on tables and charts with frequency and percentages. The findings of this study reveal that single parenting influences the academic achievement of the children as most single parents do not have a reliable source of income, do not always pay their children’s fees on time, do not provide most of their school needs (textbooks, school bag and shoes) and do not regularly provide food for their children before and after school. Also, it was revealed that the educational attainment of single parents influences the academic performance of students as more than half of single parents in Ikpoba-Okha were uneducated; do not always check their children’s books at home; do not always create time to do assignments with their children at home; do not always attend PTA meetings in school and do not always create time to discuss with them about school. Findings also show that, single parenting is caused by unfaithfulness, marital violence, premarital pregnancy, poverty, divorce and death of spouse. Based on the findings, the study made some recommendations to the Ministry of Family and social welfare, school administrators and Parents.

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This study examines the influence of classroom size in teaching and learning of mathematics in Oredo Local Government of Edo State Four research questions were raised one was hypothesized. The study employs survey research design. The population of the study comprised all students in public primary schools and mathematics teachers in Oredo LGA. According to the Edo State Ministry of Education (2024), the LGA has approximately 200 students enrolled in the targeted grades and 25 mathematics teachers, making a total accessible population of 225 respondents. The sample for this study consists sample size was initially calculated as 144 respondents. A multi-stage sampling procedure was employed to attain representativeness across the study area. First, stratified sampling was used to categorize schools within Oredo LGA into urban and semi-urban strata. From these strata, simple random sampling was employed to select five public primary schools. The findings of this study reveals The examined This study examines the influence of classroom size in teaching and learning of mathematics in Oredo Local Government of Edo State ". The questionnaire was divided into two sections, A and B. Section A focuses on the demographic or personal data of the respondent while section B contains information which bothers on the problem of this research. The studyrecommend Policy Implementation: Educational policymakers and planners should ensure that class sizes in public secondary schools conform to the recommended student–teacher ratio (1:40) to enhance learning outcomes.

This study was conducted to investigate the impact of knowledge and attitudes of placed based learning on air pollution among University of Benin students To achieve the purpose of the study, three (3) research questions were raised and literature related to the study were also reviewed. The Quasi research design was used for this study and the population consist of one hundred students of 1001 Health, Safety and Environmental Education Students. A total of Fifty persons were selected using split half sampling technique to divide the total population. The instrument used for data collection was a self- structured questionnaire administered by the researcher with the aid of two trained research assistants. The questionnaire was validated by the project supervisor with the aid of two other lecturers in the department of health, safety and environmental education. The internal consistency method- Cronbach Alpha -’ was used to establish the reliability of the questionnaire by splitting the scores of the respondent into two halves and a reliability coefficient value of 0.75 was obtained. A total of Fifty questionnaires were administered to the sample respondents and data collected was analyzed using frequency counts and percentage. The result of this study indicates that the Experimental group have a high knowledge of air pollution than the control control group,and the students under the experimental group also showed positive attitude towards air pollution . Data collected analyze and revealed that the students understand the concept of air pollution and are also aware that air pollution contributes to climate change.This makes it more likely that correct and complete information on air pollution and it's implications on human health would be conveyed to respondents which could lead them to developing positive attitude toward it. Based on these it was recommended that Universities should incorporate sustained PBL activities into their environmental education cumcula.Also Institutions should implement strategies such as incentive programs, peer-led environmental campaigns, and awareness workshops to reinforce positive and cleaner air behaviors among students. Continuous exposure to sustainable practices may help bridge the gap between knowledge and attitude change.

This study was conducted to investigate the impact of knowledge and attitudes of placed based learning on air pollution among University of Benin students To achieve the purpose of the study, three (3) research questions were raised and literature related to the study were also reviewed. The Quasi research design was used for this study and the population consist of one hundred students of 1001 Health, Safety and Environmental Education Students. A total of Fifty persons were selected using split half sampling technique to divide the total population. The instrument used for data collection was a self- structured questionnaire administered by the researcher with the aid of two trained research assistants. The questionnaire was validated by the project supervisor with the aid of two other lecturers in the department of health, safety and environmental education. The internal consistency method- Cronbach Alpha -’ was used to establish the reliability of the questionnaire by splitting the scores of the respondent into two halves and a reliability coefficient value of 0.75 was obtained. A total of Fifty questionnaires were administered to the sample respondents and data collected was analyzed using frequency counts and percentage. The result of this study indicates that the Experimental group have a high knowledge of air pollution than the control control group,and the students under the experimental group also showed positive attitude towards air pollution . Data collected analyze and revealed that the students understand the concept of air pollution and are also aware that air pollution contributes to climate change.This makes it more likely that correct and complete information on air pollution and it's implications on human health would be conveyed to respondents which could lead them to developing positive attitude toward it. Based on these it was recommended that Universities should incorporate sustained PBL activities into their environmental education cumcula.Also Institutions should implement strategies such as incentive programs, peer-led environmental campaigns, and awareness workshops to reinforce positive and cleaner air behaviors among students. Continuous exposure to sustainable practices may help bridge the gap between knowledge and attitude chang

This study examined the influence of early childhood experiences on the academic selfconcept of senior secondary school students in Egor Local Government Area of Edo State, adopting a psychoanalytic perspective. The research was driven by the view that childhood experiences form the foundation of personality development, emotional stability, and later academic functioning. A descriptive survey design was used, and a sample of two hundred students was selected through a multistage sampling procedure. A validated questionnaire with a reliability coefficient above .70 was used to collect data on early childhood experiences and academic self-concept. Data were analysed using descriptive statistics, Pearson correlation, and independent samples t-test. The findings showed that emotional support, parental involvement, and quality of early childhood interactions were positively associated with academic self-concept among students. Children who experienced warmth, stability, and consistent guidance developed more positive academic self-beliefs compared with those who experienced neglect, frequent conflict, or instability during childhood. The results further indicated that early childhood experiences significantly predicted academic self-concept, while gender showed no significant difference in the influence of these early experiences on academic self-concept. The study concluded that early childhood experiences play an important role in shaping how students perceive their academic abilities, supporting psychoanalytic assumptions that early life events leave lasting impressions on personality and behaviour. It was recommended that parents, caregivers, and educators provide nurturing, emotionally supportive, and developmentally appropriate early childhood environments to promote healthier academic self-beliefs among learners.

The purpose of this study was to examine the perception and attitude of education students towards teaching profession. Four research questions were raised to guide the study. The study employed a descriptive survey research design. The population of this study consist of the entire students in History Education of the Department of Educational Foundations, Faculty of Education, University of Benin, Ugbowo Campus with a population of nine hundred and eight (908) students. A sample of 100 respondents were randomly selected and used in this study and they were drawn to represent the entire population The Instrument for data collection in this study will be a structured questionnaire developed by the researcher titled “Perception and Attitude of Education Students Towards the Teaching Profession” (PAESTTPQ). The data collected were analyzed using mean (x), standard deviation (SD) and percentage method. The findings generally showed that the perception of education students towards the teaching profession is quite poor, the attitude of education students towards the teaching profession is poor or negative and the most prevalent factor influencing students’ perception and attitude towards the teaching profession is low salary and poor remuneration. Based on the findings of the study, the researcher recommended that the Nigerian government and educational stakeholders should intensify efforts to rebrand and elevate the image of the teaching profession through public awareness campaigns, policy reforms, and national recognition programs. Also, the Nigerian government should review and increase teachers’ salaries and allowances across all educational levels to ensure parity with other professional sectors. Regular and timely payment of salaries should also be enforced, as financial stability directly influences both motivation and commitment among teachers and prospective teachers.