FACULTY OF EDUCATION

This study gathered information on how ICT enhances collaboration and knowledge sharing among John Harris library staff members in the University of Benin. Using the descriptive survey approach. The investigation was guided by eight research questions. The study's population consists of 87 staff both professional and non-professional staff of the John Harris Library in the University of Benin. Out the 87-library staff, thirty were professionals and fifty-seven (57) were non-professionals. Purposive sampling was employed in the study. For the study, a purposive sample strategy was used. The questionnaire titled "ethical role of library and information science professionals in disseminating information" used as the study's instrument. The supervisor of the researcher validated the study equipment. The final draft of the instrument included her recommendations and ideas. The split-half technique was used to determine the instrument's reliability. After carefully outlining the goal of the study, the researcher administered this instrument with the help of her supervisor. Descriptive statistics were used to analyze the data. Findings revealed that library staff have access to essential ICT tools, including computers and internet facilities. It was also revealed that ICT tools are frequently used in daily library operations, communication, online meetings, and document sharing. Based on the findings, it was recommended that Libraries should invest in reliable internet connectivity, organize a regular professional training programs and should encourage the adoption of online collaborative tools.

The study investigated language issues as a barrier in Biology students’ conceptualization of biological concepts, focusing on SSS III students in public senior secondary schools in Egor Local Government Area of Edo State. It specifically examined the language-related challenges students encountered in conceptualizing biological concepts, assessed their proficiency in writing and applying biological terminologies accurately, and identified major hindrances affecting their mastery of these terminologies. A survey research design was adopted, drawing from a population of 3,811 SSS III Biology students across thirteen public schools. Two schools were selected via simple random sampling, with all SSS III students censused as the sample. Data were collected using the validated Language Issue in Biology Questionnaire (LIBQ) on a Likert scale (SA, A, D, SD) for most research questions and an achievement test to evaluate terminology proficiency. Content and face validity were ensured through expert review, while reliability was established via Cronbach’s alpha from a pilot study with 20 students. Descriptive statistics, including mean scores, percentages, and frequency, analyzed the data, with means of 2.50 and above indicating agreement. Findings indicated that students demonstrated complete mastery (100%) of species terminology and high comprehension (94-99%) in areas like carbohydrate metabolism, glycolysis, decomposers, and photosynthesis, reflecting strong foundational knowledge. Moderate performance (80-93%) appeared in terms such as homeostasis, phospholipid, and chloroplast, often due to spelling issues despite conceptual grasp, while lowest scores (below 80%) occurred in complex terms like phototropism, cytoskeleton, and biodiversity, revealing misconceptions. Students reported significant language barriers, including difficulty with complex scientific English, confusion from jargon, and improved understanding via everyday or local language explanations. The study strongly recommended that teachers relate biological terms to real-life examples and prioritize meanings over rote memorization to enhance retention and application. Curriculum developers were urged to integrate everyday language explanations alongside local translations for complex terminologies, bridging linguistic gaps effectively. Additionally, school administrators were encouraged to organize targeted trainings for teachers on leveraging local languages in Biology instruction, fostering inclusive pedagogy

This study investigated undergraduate students’ self-efficacy in using Learning
Management Systems (LMS) and its influence on their engagement in academic activities and overall academic performance. Self-efficacy, defined as an individual’s belief in their own capabilities to successfully perform a specific task or achieve a desired outcome, is a critical predictor of motivation and learning in digital education environments. The research employed a descriptive survey design, collecting data from 100 randomly selected undergraduate students at the University of Benin, Benin City, Edo State. Data were gathered using a structured questionnaire and analyzed using descriptive statistics, including mean scores. The findings consistently revealed a strong positive relationship between students’ self-efficacy in using LMS and their academic engagement and performance. Students with higher self-efficacy in using LMS were found to sustain engagement by remaining actively involved in their coursework, logging in regularly, and following lectures. Furthermore, confidence was shown to increase participation, as these students were more likely to engage in academic discussions, encouraging interaction and communication. Crucially, confident students invested greater effort and time in online academic tasks and persisted even when facing challenges. These behaviors translate directly into enhanced performance, as their self-efficacy improved their ability to perform well in assessments, understand course content better, and ultimately achieve higher grades. The study concludes that self-efficacy is a crucial psychological factor that determines the effective utilization of LMS platforms, serving as a motivational and cognitive driver for both student engagement and academic success. This work addresses the need for context-specific evidence in Nigerian higher education, highlighting that access to technology alone is insufficient; students' belief in their ability to use these systems effectively is paramount for maximizing the benefits of digital learning.

This study examined “The Influence of Family Background as a Determinant of Deviant Behavior among Senior Secondary School Student in Oredo Legal Government Area of Edo state”. A descriptive research design which involves the collection of data through the use of questionnaires was adopted for this study, to solicit information from respondents. Five research questions were used to guide the research. The population of this study consists of fifty private Senior Secondary Schools in Oredo Local Government Area of Edo State with one hundred and forty students in total. The sample Size of the study comprises of one hundred and four students from ten selected schools. The simple random sampling technique was used to select the sample for this study. Frequency count and simple percentage was used to analyze the research question and 0.72 was realized from the reliability test carried out on this study, which showed that the instrument for the study is reliable. The findings revealed that family background influence student behavior to a very great extent. Since family is the first agent of socialization, it a very important factor to how a child behaves in school. Family size and structure and motivation from parents are the major family background variables that can influence a child’s behavior, There is a relationship between the family background and behavior of students, a poor family background can contribute negativity to a child’s behavior and this can affect the child’s academic performance which can contribute negativity to the child’s future, It was recommended that enlightenment programs should be carried out to help parents to understand the influence their various activities has on their children behavior and ensures they do everything within their means to help their children improve in their character .

This study investigated integrating of technology into early childhood preschool classroom in Oredo Local Government Area. The study also sought to find out if there any difference in the level integrating technology into preschool classrooms in Oredo local Government Area based on school location, ownership and teachers’ qualification. Five research questions were raised. Two were answered directly while three were hypothsized and tested at 0.05 level of significance.
The research adopted a descriptive survey design involving 60 preschool teachers selected through multi-stage sampling from both public and private early childhood education centers. Data were collected using a structured questionnaire titled "Technology Integration in Early Childhood Education Questionnaire (TIECEQ)" and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent sample t-test). Findings revealed that technology is integrated to a high degree in preschool classrooms, with interactive whiteboards, tablets, and educational software being most frequently utilized. However, tools such as headphones, smartphones, and audio equipment were moderately used. The study found no significant differences in technology integration based on school location, ownership type, or teachers' qualifications. Based on the findings the following recommendations were made: The identified technology identified in this study should be well integrated in early childhood classrooms because they have their various roles in the development of the child. In addition, school, should endeavour to source funds to procure these technologies from non governmental organisations and philanthropists.

The purpose of this study was to investigate the knowledge, attitudes and practices of post-natal care among nursing mothers in Ovia North-East Local Government Area of Edo State. To achieve the purpose of the study, four (4) research questions were raised and important literature related to post-natal care were clearly discussed. The descriptive research design was used for this study and the study population was estimated at 2188 nursing mothers who gave birth within the last 12 months in selected primary health care centers in Ovia North-East Local Government Area of Edo State. The multi stage sampling technique was used to select one hundred and sixty nine (169) from two (2) selected primary health care centers. This will give a total of 338 respondents representing the study. The instrument used for data collection was a combination of close-ended and Likertscale questionnaire with twenty (27) items. The questionnaire was validated by experts in maternal and child health and public health education. The Cronbach’s Alpha method was used to establish the reliability of the questionnaire. A total of one hundred and sixtynine (169) questionnaires were administered to the sample and data collected was analyzed using frequency, percentage mean, and standard deviation. Based on the data collected and analyzed, majority of nursing mothers aged 25-29 years who are married participated in the study. It was found out that, knowledge and attitudes of post-natal care among nursing mothers in Ovia North-East Local Government Area of Edo State are generally high and positive, factors preventing utilization of post- natal care and factors that promotes utilization of post- natal care is moderate. The gap between knowledge, attitudes, factors preventing utilization of post-natal care and factors that promotes utilization of post-natal care include barriers such as distance to the health facility, high cost of transportation services and negative attitude of health workers hinders adherence to post- natal care recommendations. It was therefore recommended that more primary health care centers should be built at easily accessible and less distant locations, subsidize transport or establish community transport schemes for nursing mothers in Ovia North-East Local Government Area and improve client- provider interaction through respectful maternity care.

This research endeavored to uncover the yet unexplored importance of Geographic Information System (GIS) and Remote Sensing in the teaching of physical geography, specifically in secondary schools in Ovia North East Local Government Area of Edo State, Nigeria. The integration of GIS and remote sensing technology offers students a comprehensive understanding of spatial relationships, enabling them to analyze and interpret physical geography phenomena with greater depth. GIS and remote sensing allow students to apply their knowledge to real-world scenarios, preparing them for future careers in geography and related fields. Secondary schools in certain regions lack the necessary technological infrastructure for the effective implementation of GIS and remote sensing. Incorporating GIS and remote sensing into the curriculum requires training for educators which many teachers lack the expertise needed to effectively teach these technologies. The study aspires to offer valuable insights that can influence educational policies and practices, with the overarching goal of elevating the standards of geography education within the local government area.

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 was carried out examine the influence of student- teacher relationship on the academic performance of students in Christian Religious Studies junior secondary schools. Four research questions were raised for this study which are outline thus; Does student- teacher relationship influence students’ adjustment in school? Does student- teacher relationship influence Christian Religion students to study? Does student teacherrelationship make Christian Religion students free to participate in class? Does students’ teachers’ relationship influence their academic performance in Christian Religion Studies? The population of the study thirteen thousand three hundred and thirty students (13,330) in the twenty (20) junior secondary schools in Ikopa Okha Local Government Area of Edo State. The sample for the study consists of consists of two hundred (200) students drawn from five (5) secondary schools in Ikopa Okha Local Government Area of Edo State. The sample size for this study was selected using the random sampling technique. The major findings of the study It revealed that teachers allow students to ask questions always. It was seen that some students do not ask questions in class. It was seen that students like schools were the teachers are friendly. It was shown that the students have a close relationship with their teachers. From the study it was recommended that Mentorship should be encouraged in schools to foster and improve the relationship between the teachers and students. Teachers should try and reinforce their students passively whenever the answer questions correctly or wrongly in the class.