FACULTY OF EDUCATION

This study examined the Prevalence of Social Anxiety among Secondary School Students: Implications for Counselling, four research questions were raise guide this study. The population for this study comprised of all 4,027 students enrolled in the 20 public junior secondary schools in Ovia North East Local Government Area of Edo State. A total of 100 students constituted the sample size for this study. Using the simple random sampling technique, through balloting with replacement, five (5) students were randomly selected from each of the 20 public junior secondary schools within the local government area. This sampling method ensured that every student had an equal chance of being selected, thereby promoting fairness and reducing sampling bias. The major findings of the study are summarized as follows: Social anxiety is prevalent among secondary school students in Ovia North East Local Government Area of Edo State. Students who experience social anxiety often display low academic performance, as fear of judgment and embarrassment hinders active classroom participation and learning. Peer relationships are negatively affected, as socially anxious students tend to withdraw, avoid group interactions, and feel socially isolated. Based on the findings and conclusions, the following recommendations were made that counsellors should develop and implement systematic intervention programs, including cognitive-behavioral therapy (CBT), mindfulness training, and social skills development, to help students manage anxiety symptoms effectively.Teachers should be trained to recognize the signs of social anxiety and adopt inclusive teaching practices that encourage participation without intimidation or ridicule.This study examined the Prevalence of Social Anxiety among Secondary School Students: Implications for Counselling, four research questions were raise guide this study. The population for this study comprised of all 4,027 students enrolled in the 20 public junior secondary schools in Ovia North East Local Government Area of Edo State. A total of 100 students constituted the sample size for this study. Using the simple random sampling technique, through balloting with replacement, five (5) students were randomly selected from each of the 20 public junior secondary schools within the local government area. This sampling method ensured that every student had an equal chance of being selected, thereby promoting fairness and reducing sampling bias. The major findings of the study are summarized as follows: Social anxiety is prevalent among secondary school students in Ovia North East Local Government Area of Edo State. Students who experience social anxiety often display low academic performance, as fear of judgment and embarrassment hinders active classroom participation and learning. Peer relationships are negatively affected, as socially anxious students tend to withdraw, avoid group interactions, and feel socially isolated. Based on the findings and conclusions, the following recommendations were made that counsellors should develop and implement systematic intervention programs, including cognitive-behavioral therapy (CBT), mindfulness training, and social skills development, to help students manage anxiety symptoms effectively.Teachers should be trained to recognize the signs of social anxiety and adopt inclusive teaching practices that encourage participation without intimidation or ridicule.

This study evaluated waste management practices among residents of Oredo Local Government Area, Edo State. The research examined how residents handle their waste, their knowledge level on proper waste management, and the key factors influencing their disposal practices. Descriptive survey design was used, and data were collected from 180 respondents across selected wards using a structured questionnaire. Findings revealed that although many residents use public bins and engage private waste collectors, some still practice open dumping and burning of refuse. The study also found that most residents have a fair knowledge of waste management meaning and principles such as the 4Rs; Reduce, Reuse, Recycle, and Recover, but this knowledge is not fully reflected in their daily practices. Factors such as irregular waste collection, inadequate public bins, weak enforcement of environmental laws, and poor infrastructure were identified as major barriers to effective waste management. The study concludes that improving waste management in Oredo requires stronger policy enforcement, public education, and better waste collection systems. It recommends collaborative efforts between government agencies, private waste collectors, and residents to promote a cleaner and healthier environment.

The study investigated the impacts of school environment on students’ academic performance in public schools in Ovia North-East Local Government Area of Edo State. The purpose was to examine how the physical condition of classrooms, the availability of learning resources, social relationships, and school infrastructure influence students’ academic performance. Four research questions guided the study. The descriptive survey research design was adopted, with a population of 20,000 Basic Science students across fifteen public secondary schools. Using proportionate stratified random sampling, a total of 100 students were selected from three schools Ekosodin Secondary School, Iguadolor Secondary School, and Utese Secondary School. A researcher-developed questionnaire titled Impact of School Environment on Students’ Academic Performance in Public Schools Questionnaire (ISESAPPSQ) was used for data collection. The instrument was validated by experts in the Department of Curriculum and Instructional Technology, and its reliability was established through the Cronbach Alpha method, which yielded a coefficient value of 0.78, indicating a high level of reliability. Data collected were analyzed using descriptive statistics such as
mean and standard deviation through the Statistical Package for Social Sciences (SPSS). The findings of the study revealed that the physical condition of classrooms significantly affects students’ learning outcomes. Well-structured classrooms with proper lighting, ventilation, cleanliness, and comfortable seating were found to enhance concentration and academic achievement. The study also found that the availability of adequate learning resources such as libraries, internet access, and updated textbooks strengthens students’ ability to complete assignments and prepare for examinations. Furthermore, positive social relationships among students promote peer support, motivation, and teamwork, which contribute to improved academic outcomes. Lastly, well-maintained school infrastructure, including laboratories, libraries, and digital tools, was shown to enhance students’ engagement, participation, and overall academic performance. The study concluded that the school environment plays a vital role in shaping the academic performance of students in public schools. A conducive school environment that combines physical comfort, adequate learning materials, positive social interactions, and quality infrastructure creates favorable conditions for effective learning and academic success. Based on these findings, it was recommended that schools should improve the quality of classrooms, provide sufficient learning resources, encourage cooperative learning among students, and invest in modern educational infrastructure to promote better learning outcomes and sustained academic excellence in public secondary schools.

Undergraduate students’ perception of misconceptions on the concept of evolution and their achievement in biology was investigated. This study investigated the prevalence, sources, and impacts of evolution misconceptions among 150 undergraduate biology students across three departments—Curriculum and Instructional Technology (CIT), Animal and Environmental Biology (AEB), and Plant Biology and Biotechnology (PBB) at university of Benin. Guided by six research questions, it explored (1) common misconceptions about evolution, (2) the relationship between students’ evolution perceptions, misconceptions, and academic achievement, (3) the origins of these misconceptions, (4) departmental differences, (5) overall trends, and (6) preferred instructional strategies to address them. Data were collected via a structured questionnaire employing Likert scales (Strongly Agree to Strongly Disagree; True/False/Not Sure) and an objective test of evolutionary concepts. Frequency distributions, means, and percentages summarized responses, while an objective assessment categorized students’ test scores into five performance bands. Findings revealed that although 88% of students affirmed evolution as the foundation of modern biology, pervasive misconceptions persisted: 55% believed individuals evolve within a lifetime; 48% thought natural selection generates new traits; 46% accepted inheritance of acquired characteristics; and 39% assumed direct human–monkey ancestry. Misconceptions correlated strongly with poor performance: over 90% of students scored “Very Poor” or “Below Average” on objective questions, with no one achieving “Above Average” or “Excellent.” Major sources of misunderstanding included secondary school instruction (71%), current teaching methods (71%), popular media influence (66%), and conflicts with personal beliefs (70%). Students endorsed multiple pedagogical interventions; real-life examples (79%), visual aids and simulations (78%), interactive debates and projects (71%), belief-inclusive discussions (65%), and remedial sessions (69%), as means to deepen conceptual clarity. The study concludes that high acceptance of evolution does not equate to accurate
understanding. To bridge this gap, curricula must incorporate misconception-driven modules, active learning strategies, and belief-sensitive dialogues, supported by teacher training and targeted remediation. These measures are essential to enhance evolutionary literacy and improve academic outcomes in biology at the University of Benin.

This study examined the impact of the school environment on the academic performance of students in Integrated Science in selected public secondary schools in Egor Local Government Area of Edo State, Nigeria. A descriptive survey research design was adopted, with a target population of 600 Junior Secondary School students and their Integrated Science teachers. Using Taro Yamane’s sampling formula, a total of 150 students and 14 teachers were drawn from seven purposively selected schools. Data were collected through a structured questionnaire titled School Environment and Students’ Academic Performance in Integrated Science Questionnaire (SESAQ). The instrument was validated by lecturers in the department of curriculum and instructional technology while its reliability was confirmed with a Cronbach’s Alpha coefficient of 0.84. Out of the 164 copies of the questionnaire distributed, 151 were duly completed and retrieved, giving a response rate of 92%. Data analysis was carried out using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (correlation and
regression analysis). Findings revealed that key elements of the school environment including classroom infrastructure, availability and utilization of instructional materials, teacher qualifications and attitudes, and overall school climate significantly influenced students’ academic performance in Integrated Science. The study concluded that a conducive and wellresourced school environment is crucial for enhancing students’ learning outcomes. It was recommended that government, school administrators, and stakeholders provide adequate instructional resources, improve teacher professional development, and foster a
supportive school climate that promotes effective teaching and learning in Integrated Science.

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 was carried out to determine the influence of technical teacher training on the competencies teachers posses in teaching basic technology in Edo state. Five research questions were raised to guide the study and four null hypotheses were tested at 0.05 significant level for the study. Descriptive survey research design was used for the study. The population of the study was 400 basic technology teachers of Oredo local government area of Edo State. Simple random sampling technique was used to select 100 respondents for the sample. The instrument used was a structured questionnaire. The instrument was validated by three experts. Pearson’s Product-Moment Correlation Coefficient (PPMCC) was used to compute reliability of the instrument which gave a correlation coefficient of 0.72. The data collected was analyzed using descriptive statistics of mean and standard deviation and t-test was used to test the hypotheses. The result of the analysis shows that for a basic technology teacher to be considered competent such teacher must have, gone through teacher training, good knowledge of subject matter, proper usage of instructional aid and methods, good classroom and laboratory management skills and proper evaluation techniques. The t-test analysis showed that the four groups of teachers (male & female, rural & urban, experienced & inexperienced and public and private secondary school) did not differ significantly in their rating on the variables that is important for effective teaching of basic technology by teachers. It was recommended among others that Edo state Ministry of education should employ only qualified and trained technical teachers for basic technology, and the state government must also enforce the same strategies in the private sector. The performance of basic technology students is directly influenced by the qualification and quality of the teacher taking the subject.