FACULTY OF EDUCATION

This study examined the role of non-formal education programmes in improving rural areas, using Egor Local Government Area of Edo State as a case study. The study was carried out in response to persistent challenges facing rural communities, such as illiteracy, unemployment, poverty, and limited access to formal education. Four research questions guided the study, focusing on the types of non-formal education programmes available, their impact on rural development, their contribution to the socio-economic life of the people, and the challenges affecting their implementation. A descriptive survey research design was adopted for the study. The population comprised adult learners, facilitators, beneficiaries of skills acquisition programmes, community leaders, and relevant agency representatives in Egor Local Government Area. A structured questionnaire was used to collect data from one hundred (100) respondents selected through simple random sampling. Data collected were analyzed using descriptive statistics, including frequency counts and percentages. The findings revealed that non-formal education programmes such as adult literacy education, vocational and skills acquisition training, health education, women empowerment programmes, and civic education are available and functional in Egor Local Government Area. The study further revealed that these programmes have contributed positively to rural development by improving literacy levels, employment opportunities, community participation, and socio- economic well-being. However, challenges such as inadequate funding, shortage of facilitators, insufficient facilities, and inadequate government support were identified. The study therefore recommends increased funding, improved community sensitization, and stronger institutional support to enhance the effectiveness of non-formal education programmes in rural areas

This study investigated bullying as a predictor of psychological trauma among undergraduates at the University of Benin, Nigeria. A descriptive survey research design was adopted, and data were collected from a sample of 79 students using a structured questionnaire titled "Bullying and Trauma Experience Questionnaire (BTEQ)." The data were analyzed using descriptive statistics (mean and standard deviation) to answer the research questions. The findings revealed a strong consensus that bullying is a significant predictor of trauma among undergraduates, manifesting as post-traumatic stress disorder (PTSD), psychological stress, and negative impacts on academic engagement. Furthermore, the study established that the relationship between bullying and trauma is moderated by key demographic variables. Specifically, the analysis indicated that female students, younger undergraduates, and students at certain academic levels were more vulnerable to the traumatic effects of bullying. The study concluded that bullying is a potent precursor to psychological trauma within the university environment. It therefore recommends that the university administration should develop and enforce a comprehensive anti- bullying policy, university counsellors should adopt trauma-informed care practices, and educators should integrate preventive education into orientation programs. These measures are essential to mitigate the negative effects of bullying and foster a safer, more supportive academic community.

The persistent underperformance of secondary school students in Chemistry remains one of the most disquieting educational dilemmas in Nigeria’s science education landscape. This study critically investigates the underlying factors responsible for the recurrent mass failure in Chemistry examinations at the secondary school level, emphasizing the interplay between instructional quality, resource availability, learner disposition, and socio-environmental influences. Anchored in Constructivist Learning Theory, Bloom’s Taxonomy, and Vygotsky’s Social Development Theory, the research adopts a descriptive survey design involving 200 participants drawn from selected secondary schools in Edo State. A structured questionnaire, validated through expert review and reliability testing, served as the primary instrument for data collection. Findings reveal that ineffective teaching methodologies, inadequate laboratory resources, and poor utilization of instructional materials substantially hinder students’ comprehension and performance in Chemistry. Teacher qualification and pedagogical competence emerged as significant determinants of learner success, while studentrelated factors such as low motivation, poor study habits, and negative perceptions of Chemistry further compounded the problem. Environmental constraints, including overcrowded classrooms and inadequate facilities, were also found to exert a notable influence on learning outcomes. Socio-economic disparities and limited parental involvement were identified as peripheral but reinforcing contributors to mass failure. The study concludes that improving student achievement in Chemistry demands a multifaceted reform approach—one that integrates effective pedagogical innovations, continuous teacher development, improved laboratory access, and enhanced parental engagement. It recommends that educational policymakers prioritize capacity-building programs for Chemistry teachers, provide adequate funding for laboratory infrastructure, and promote contextually relevant teaching strategies that transform Chemistry from a feared discipline into an accessible, inquiry-driven science. By addressing these interrelated factors holistically, the study envisions a more equitable and sustainable trajectory for Chemistry education in Nigerian secondary schools.

This research explored how indiscipline affects the academic performance of secondary school students in Oredo Local Government Area, Edo State. The study focused on identifying common types of indiscipline, investigating the underlying causes, and assessing how these behaviours impact students' academic performance. A descriptive Survey research design was adopted for this study. The population of this study consists of Ten Senior Secondary Schools in Oredo Local Government Area of Edo State. Testre-test reliability was used by taking a sample from the target audience. One hundred and fifty population selected through the simple random sampling technique participated in the study by providing data which were sought through the use of a questionnaire. The questionnaire was validated by the researcher's supervisor and it was analysed using descriptive statistics of frequency count and simple percentages. The findings revealed that common forms of indiscipline include truancy, cheating during exams, defiance of authority, and classroom disturbances. These behaviours were largely linked to poor parental supervision, peer pressure, and inconsistent rule enforcement by teachers. The study confirmed that such misconduct negatively affects academic achievement by limiting instructional time, breaking students’ focus, and creating a learning environment that discourages academic seriousness. To address this, the study recommends adopting a school-wide positive behaviour support system, holding regular PTA meetings cantered on discipline, and providing ongoing training for teachers in effective classroom management.

This study examined the Influence of Drama and Role-Playing Method in the Teaching and Learning of Social Studies in Junior Secondary School" Four research questions were raised. This study made use of the descriptive survey research design. The population of the study consist of two thousand seven hundred and sixty (2760) JSSII students from the 14 Secondary schools in Oredo Local Government Area of Edo, the sample size selected for this study is one hundred and twenty-five (125) JSSII students, selected randomly using simple random sampling technique. The data collected is properly organized and tabulated. The responses were statistically analyzed by the use of percentage. Findings from the study revealed that; The use of drama and role-playing methods in Social Studies significantly increased student engagement and participation in class. Students were more actively involved in discussions and practical demonstrations, leading to better understanding and retention of the content. Students were able to develop better critical thinking and problem-solving skills when they participated in drama and role-playing activities. This method encouraged students to think on their feet, analyze situations, and explore different perspectives. Through drama and role-playing, students exhibited a deeper understanding of Social Studies concepts. The method helped simplify complex topics by making them more relatable and easier to comprehend through visual representation and real-life scenarios. Role-playing allowed students to step into the shoes of different characters, which promoted empathy and understanding of diverse perspectives. The following recommendations are made Teachers should undergo regular professional development programs to enhance their ability to effectively integrate drama and role-playing techniques into Social Studies lessons. The Social Studies curriculum should be modified to include more interactive activities, such as drama and role-playing, to make learning more engaging and relevant to students. Schools should incorporate assessment methods that evaluate student participation and engagement during role-playing and drama activities, as these are critical indicators of learning

In today's fast-paced and competitive business environment, organizations are constantly seeking innovative strategies to enhance their performance and maintain a competitive edge. Employment training and development have emerged as crucial components of organizational success, enabling employees to acquire new skills, knowledge, and competencies that drive productivity and efficiency. This study investigates the impact of employment training and development on organizational performance, with a specific focus on the department of Vocational and Technical Education, University of Benin. The descriptive survey research design was adopted, with a population of all administrative staff from within the faculty of Education, University of Benin, Benin city, Edo state. A proportionate sampling technique yielded a sample size of 60 respondents. Four research questions were raised and answered in the study. Data was collected using a structured questionnaire and analyzed using mean and standard deviation. The findings of this study reveal a positive correlation between employment training and development initiatives and organizational performance metrics, including employee productivity, job satisfaction, and retention rates. The study also identifies key factors that influence the effectiveness of training programs, including leadership support, employee engagement, and opportunities for skill application. The results of this study provide valuable insights for organizational leaders and human resource practitioners seeking to optimize their training and development initiatives and enhance overall organizational performance. The study's findings have significant implications for the development of evidence-based training strategies that drive business success.

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 was designed to analysis the effectiveness of different Grammar teaching approaches among senior 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 grammar translated teaching method improve students’ grammar mastery among senior secondary school students in Egor Local Government Area of Edo State? To what extent does direct method of teaching grammar improve students’ grammar mastery among senior secondary school students in Egor Local Government Area of Edo State? How does effectiveness of structural method of teaching influence students’ grammar mastery among senior secondary school students in Egor Local Government Area of Edo State? To what extent does task-based learning method of teaching grammar improve students’ grammar mastery among senior secondary school students in Egor Local Government Area of Edo State? The population of this study consists of one thousand eight hundred and sixty- three (1863) SS2 students from the twelve (12) public schools in Egor Local Government Area of Edo state. From the twelve (12) public schools, ten (10) schools are co-educational while two (2) schools are unitary. The sample size of this study will be two hundred (200) SS 2 students, which wasbe drawn from five (5) public schools in Ego Local

This study assessed the knowledge and compliance with preventive measures of nosocomial (hospital-acquired) infections among healthcare workers in Edo State. Nosocomial infections present a severe global threat to patient safety, prolonging hospital stays, increasing medical costs, and contributing significantly to mortality rates, particularly in developing healthcare systems. The primary objective of this study was to evaluate the level of awareness regarding infection control protocols among healthcare practitioners, determine their level of compliance with standard preventive measures—such as hand hygiene, proper disposal of sharps, and the use of Personal Protective Equipment (PPE)—and identify the institutional and individual factors influencing compliance in selected healthcare facilities across Edo State.The study adopted a descriptive cross-sectional survey research design. The target population comprised diverse healthcare workers, including medical doctors, nurses, laboratory scientists, and ward attendants, operating in both public and private hospitals within the state. Primary data were gathered using a structured, self-administered questionnaire designed to measure knowledge scores and self-reported compliance levels, complemented by an observational checklist to verify actual practices. A total sample size of respondents was selected using a multi-stage sampling technique. Data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (such as Chi-Square or multiple regression analysis) via the Statistical Package for the Social Sciences (SPSS), with the significance level set at $p < 0.05$.The empirical findings revealed a high level of theoretical knowledge regarding nosocomial infections and their prevention mechanisms among the majority of the healthcare workers. However, a significant gap was observed between knowledge and actual practice, as overall compliance with standard precaution guidelines was found to be suboptimal. While compliance was relatively high for hand washing and the use of gloves, it was critically low for procedures involving recapping needles and the consistent utilization of complete PPE during high-risk exposures. The study identified several systemic barriers to compliance, including inadequate supply of basic infection control resources (such as running water, soap, alcohol-based hand rubs, and PPEs), high patient-to-staff ratios leading to work overloads, and a lack of regular, institutionalized training and strict monitoring frameworks.Based on these findings, the study concludes that having adequate knowledge alone does not automatically translate into safety compliance in clinical settings without supportive infrastructure. Therefore, it is recommended that the Edo State Ministry of Health and hospital managements institute continuous training and mandatory re-certification programs on infection prevention and control for all cadres of healthcare workers. Additionally, hospital administrations must ensure an uninterrupted supply of essential safety resources and establish functional Infection Control Committees (ICCs) to monitor compliance, enforce strict adherence to protocols, and implement punitive or corrective measures for non-compliance to guarantee a safer clinical environment

The istudy ifocuses ion iinvestigating ipeer igroup iinfluence ion icareer ichoice iamong isecondaryischoolistudentsiiniOviaiNorthiEastiLocaliGovernmentiAreaiofiEdoiState. Out iof ithe itwenty-four ipublic isecondary ischools iin iOvia iNorth iEast iLocal iGovernment, ieightisecondary ischoolsiwere iselected iforithe istudy. iThisirepresentsi33.3%iof ithe itotal isecondary ischoolsiin ithe ilocal igovernment. iIn ieach iof ithe iselected ischool, itwenty istudentsiand ifive iteachersiwere irandomly iselected ito imake ia itotal inumber iof itwo ihundred i(200)irespondents. iAisimpleirandomisamplingitechniqueiwasiuseditoiselectitheirespondents. iTheiresearchiinstrumentiforidataicollectioniwasiaiquestionnaireititledi“PeeriGroupiInfluence ion iCareer iChoice iQuestionnaire i(PGICCQ). i iThe isimple ipercentage imethod iwas iused ito ianalyseitheidataicollected. Findingsirevealedithatitheileveliofipeerigroupiinfluenceionicareerichoiceiofisecondary ischool istudentsiin iOvia iNorth iEast iLocal iGovernment iArea iofiEdo iState iisilow. iIt iwasialso irevealedithatiwasiaisignificantiinfluenceiofipeerigroupionistudents‟icareerichoices. iHowever, ithere iwasino isignificant idifference iin ithe iinfluence iofipeerigroup ibetween imale iand ifemale istudents iin itheir ichoice iof icareer. i iIt iwas itherefore irecommended ithat iprofessional icareer icounsellor ishould ibe iconsulted ito iassist istudents iin iplanning iand ichoosing itheir icareers. iSchools, iin icollaboration iwith ithe iMinistry iof iEducation, ishould iendeavour ito iorganize iat ileast ione imandatory icareer iprogramme ithat iwill iinvolve iprofessionals iand iexperts ifrom ivariousifieldsiofilife. iSuchiprogrammeishouldibeicoordinatedibyitheiguidanceicounsellor.