FACULTY OF EDUCATION

This study evaluated the conceptual understanding of plant taxonomy and investigated the teaching methods employed among undergraduate students at the University of Benin, Benin City. It was guided by four research questions. The population of the study comprised 178 fourth-year undergraduate students from the Department of Plant Biology and Biotechnology (PBB) and the Department of Curriculum and Instructional Technology (CIT) - Biology Education and the sample size of 118 students. A descriptive survey research design using a quantitative approach was adopted. Data were collected using a Plant Taxonomy Conceptual Understanding Diagnostic Test (PTCUDT) and a structured questionnaire and were analyzed using descriptive and inferential statistics. The results indicated that only 18.56% of the students had a strong conceptual understanding and 81.44% of the students scored below the 70% threshold. The only statistically significant correlation found with conceptual understanding was prior knowledge (r = 0.251, p = 0.013). Teaching approaches (r = 0.079, p = 0.444) and student interest (r = 0.124, p = 0.225) were not statistically significant. The most highly rated teaching method was experiential learning through field trips and the least highly rated was lecture based delivery. Students showed low interest in plant taxonomy with examination-driven motivation and rote memorization as the dominant learning orientations. The study recommends incorporating conceptual change strategies such as the 5E instructional model, systematizing field-based and herbarium activities as core curricular components, integrating AI-assisted plant identification tools and reforming assessment practices to measure conceptual reasoning over rote recall. Professional development for instructors in active learning pedagogies is also recommended.

This study examined the influence of teacher attributes — specifically teachers’ academic qualification, years of teaching experience, and teaching style — on secondary school students’ academic achievement in Biology within Egor Local Government Area (LGA), Edo State. Guided by Social Cognitive Theory, the correlational study used a structured questionnaire (TASAABQ) validated by faculty experts and pilot-tested (Cronbach’s α = .812) to collect data from 200 senior secondary students (SS2 & SS3) drawn from five public secondary schools in Egor LGA. Demographic and Likert-type responses were analysed using descriptive statistics (means, SD, percentages), Pearson correlation, independent- samples t-tests, and one-way ANOVA to test hypotheses about relationships between teacher attributes and student achievement. Results showed statistically significant positive relationships between teacher qualification and student achievement, teacher experience and student achievement, and between student-centred teaching styles and achievement. Effect sizes indicated practical importance: teacher qualification and experience jointly explained a substantial portion of variance in students’ Biology scores. The study concludes that improving teacher professional qualifications, retaining experienced teachers, and promoting interactive, student-centered biology pedagogy are critical to raising students’ achievement. Recommendations for teachers, school administrators and policymakers are provided, along with suggestions for further research and acknowledged limitations. (Keywords: teacher qualification, teaching experience, teaching style, Biology achievement, Egor LGA).

This study examined the influence of visual instructional materials on the academic performance of Biology students in Egor Local Government Area of Edo State. The objectives of the study were to determine the availability, frequency of use, students’ perception, and challenges associated with the use of visual instructional materials in Biology instruction. A descriptive survey research design was adopted, and a total of seventy (70) respondents—including Biology teachers and SS2 students—were selected from public secondary schools within the study area. A structured questionnaire was used for data collection, and the results were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that visual instructional materials such as diagrams, charts, preserved specimens, microscopes, and digital resources are highly available in the schools. The results also showed that teachers frequently use these materials during Biology lessons, and students demonstrated a highly positive perception of their effectiveness. Students indicated that visual materials enhanced their understanding, improved recall of concepts, increased interest in Biology, and contributed positively to their academic performance. However, the study also identified several challenges affecting effective utilization of visual instructional materials, including inadequate funding, unstable electricity, limited supply of materials, large class sizes, and insufficient teacher training. The study concluded that visual instructional materials play a significant role in improving students’ comprehension, engagement, and performance in Biology. It therefore recommended improved funding, regular teacher training, adequate provision of instructional resources, and infrastructural improvement—especially in electricity supply—to enhance the effective use of visual instructional materials in Biology classroom.

This study investigated the effects of pre-competition anxiety on athletes in individual
and team sports. Pre-competition anxiety, a common psychological response before
sporting events, can influence focus, confidence, and performance. The study aimed to
assess the level of anxiety experienced by athletes and its impact on their performance. A
descriptive research design was used, with data collected through structured
questionnaires administered to student athletes in the University of Benin from both
individual and team sports. The responses were analyzed to identify patterns and
differences in anxiety levels across sport types. Findings showed that athletes experience
varying levels of pre-competition anxiety. Moderate anxiety may enhance motivation and
alertness, but high anxiety often negatively affects concentration, confidence, and
performance. The study concludes that managing pre-competition anxiety is crucial for
optimal athletic performance. Coaches and sports professionals are encouraged to
implement strategies that help athletes cope with anxiety effectively

This study was designed to
1 i1s to determine the impact of reading anxiety on academic performance of students in university of Benin. To achieve the purpose intended 1 for the study, three 3. The questionsraised and examined include: forty sevens students (147) in the three (3) Department in Faculty of Education, University of Benin. 1The sample for the study consists of ninety (90) students which were randomly selected among the students in the faculty. The 2 S 0 imple Random Sampling Technique was used in selecting these three Department. Students were drawn from each Department with the use of Random Sampling Technique. 3 method of reliability was used to determine the consistency of the opinion of the respondents.1The data collected were analysed using frequency count, simple percentage, and mean score standard The findings from the study showed that reading anxiety among students of the University of Benin is caused 4b 0 y a combination of linguistic, psychological, and environmental factors. The major causes identified include fear of being judged by peers or lecturers, pressure to perform well, limited vocabulary knowledge, tight deadlines for reading assignments, and lack of confidence in reading abilities. Items such as “Encountering unfamiliar vocabulary in texts causes me significant anxiety” and “The volume of reading required for my courses overwhelms me” recorded high mean responses, emphasizing that vocabulary difficulty. It was indicated that as students’ reading anxiety increases, their academic performance decreases. Therefore, 1 the null hypothesis which states that there will be no significant relationship between reading anxiety and academic performance of students in the University of Benin was rejected, it was recommended Universities should establish reading clinics, literacy labs, or guided reading workshops to help students gradually build reading confidence. Also, it was recommended that lecturers can incorporate stress-management approaches such as deep-breathing exercises, short mindfulness sessions, or motivational reassurance before reading-intensive tasks.

This study was carried out analyse the use of Visual aids in teaching Biology in Senior Secondary Schools in Benin metropolis. The research was carried out as survey research using relevant literature from journals, magazines, books and the internet. Four research questions were raised to guide the study. The researcher made effort in analysing the extent of the availability of visual materials in senior secondary schools, constraints faced by teachers in the use of visual aids in the teaching of Biology and effective usage of visual aids by Biology teachers. The random sampling technique was used in selecting schools. 50 Biology teachers that were purposively selected from Senior secondary schools in Egor Local, Oredo and Ikpoba okha Government Area, Edo state. These Local Government Areas are part of Benin Metropolis. The data were collected with the questionnaire instrument and analyzed using simple percentage. The result revealed that; Most visual materials for teaching Biology are not available in Senior Secondary Schools in Benin metropolis, predominate challenges faced by Biology teachers in the use of visual aids are, Irregular power supply, overpopulation, finance, high cost of visual aids and poor implementation of the Biology curriculum. And Biology teachers in the schools of study, make use of available visual materials like maps. Educational charts, models, pictures and textbooks for teaching. based on the results, it was recommended that, education stakeholders in the country should finance provision of computers, power generating sets, Audio Visual Aids, and expand teaching aids in all secondary schools. This will enhance the use of Audio-Visual aids in the teaching and learning of Biology, Biology teachers should be trained and retrained in the proper use and handling of instructional materials to bring about desirable learning outcomes and Based on the challenges teachers are facing in the use of audio visual aids, regular power supply or an alternative source of power should be provided for the schools, schools. As this will be a motivating force to drive teachers in the use.

This study examined the influence of work-life balance initiatives on employee performance in selected banking institutions in Benin City. Focusing on personal characteristics, family responsibilities, and leave policies as key work-life balance variables, the study aimed to assess their impact on employee performance. A total of 200 valid responses were collected from employees out of a potential sample size of 268. The study adopted a quantitative research methodology, utilizing descriptive statistics (frequency, mean, and percentage) and inferential statistics (regression analysis) for data analysis. The findings revealed that personal characteristics significantly influence employee performance (B = 0.362, p < 0.001), while family responsibilities showed no
significant effect (B = 0.024, p = 0.705). Additionally, leave policies were found to have a significant positive impact on employee performance (B = 0.204, p = 0.040). Based on these findings, the study recommends the implementation of tailored employee development programs that consider individual characteristics, the introduction of flexible work arrangements to support work-life balance, and the enhancement of leave policies to promote employee well-being and improve overall performance.

This study investigated the influence of school enrollment on teacher’s effectiveness in senior secondary school in Oredo local government area in Edo state. three research question were raised to guide the study. Descriptive survey research design was adopted to accomplish the purpose of the study. The population of the study consists of all 602 teachers from fourteen (14) public secondary school in Oredo LGA and the sample size of all fifty (50) accessible secondary school teachers were selected for the study. The instrument for data collection was questionnaire developed by the researcher and was validated by the researcher’s supervisor and two other experts from the Department of educational management the reliability coefficient was 0.81using Cronbach Alpha correlation coefficient method. The data collected were analyzed statistically using the statistical package of social sciences (SPSS) software.

The study was carried out to investigate strategies for improving mathematics learning in Oredo local Government area of Edo state. To achieve this study, fifteen (15) schools were randomly selected within Oredo local Government Area. A total of ninety respondents were used. To achieve the fundamental purpose of this research and to ensure easy collection of data, Five (5) research questions were formulated. The research instrument employed for the study was questionnaire. Data collected were subjected to analysis using the simple percentage. The findings revealed that qualification of teachers affects students learning, there is need for in-service training for mathematics teachers. The findings also revealed that the use instructional materials will help to improve the study of mathematics and when teachers are well motivated it promotes effectiveness in the classroom. The research recommended that mathematics teachers should re-examine their teaching methods to include less lecture method and more student directed activities which involves the use of mathematical laboratory, government should provide instructional materials to help increase the learning of mathematics and the Federal ministry of education, state ministry of education and national mathematical center in Nigeria should provide special in service programmes for mathematics teachers.

The purpose of this study is to assess the contribution of adult education programmes towards poverty reduction in Egor local government area. To enable the achievement of this objective, five research questions were raised and examined. This study adopted the descriptive survey research design. The population of this study comprised of all three hundred and forty thousand, two hundred and eighty-seven (340,287) inhabitants of Egor local government area of Edo State while a total of one hundred and twenty (120) adults selected from each of the ten communities made up the sample for the study. Data for the study was collected through the use of the questionnaire which was face and content validated. A test-retest reliability method was used to ascertain the reliability of the research instrument. Frequency count, simple percentage and mean score standard were used for data analyses. The Findings from this study revealed adult education programmes in Egor local government area include women education, population education, literacy, workers education, and vocational education. The attitude of the people towards adult education programme is positive.Adult education programmes can provide the people with economic skills. Strategies were discovered to access the impact of these skills on the people Adult education have helped developed communities, improved standard of living, provide people with economic skills, improved the reading abilities of the people and enhanced cordial relationship with members of the community