FACULTY OF EDUCATION

This study examines teachers’ perceptions of the influence of computational thinking (CT) on Indigenous language learning in Nigeria. Computational thinking, recognized as a critical 21st-century skill, encompasses problem-solving processes such as abstraction, pattern recognition, decomposition, and algorithmic reasoning, and its integration into language education has been proposed as a means of enhancing learner engagement, comprehension, and creativity. However, the effectiveness of this integration depends largely on teachers’ readiness, attitudes, and the level of institutional support available, which prompted this study to specifically explore the perceived benefits and challenges of applying computational thinking in Indigenous language teaching, evaluate teachers’ level of ICT preparedness, and identify the support systems required for its effective implementation. The study, which was guided by research questions focusing on teachers’ perceptions of these benefits, the challenges encountered, their level of ICT competence, and the needed support systems, adopted a descriptive survey research design targeting Indigenous language teachers in secondary schools within Oredo Local Government Area of Edo State. Data were collected through a structured questionnaire designed to capture teachers’ perceptions, experiences, and competencies related to computational thinking and ICT usage, and the collected data were subsequently analyzed using mean scores and standard deviations to determine trends and patterns in responses. The findings revealed that computational thinking offers significant educational benefits, including improved learner engagement, enhanced vocabulary development, and strengthened problem-solving skills, though several challenges were also identified, such as limited training opportunities, inadequate ICT facilities, increased time required for lesson preparation, and concerns regarding the cultural relevance of digital learning activities. Furthermore, the study showed that although teachers possess basic ICT skills, many lack the confidence to implement innovative digital teaching strategies; therefore, the study concludes that computational thinking has strong potential to enhance Indigenous language learning when supported by adequate training, technological infrastructure, and enabling policies. Consequently, it recommends that educational authorities and policymakers provide targeted professional development, improve access to ICT resources, and promote collaboration among teachers, technology experts, and community stakeholders to ensure an effective and culturally responsive integration of computational thinking in language education.

Here is a standard, comprehensive abstract tailored to your research topic. Since this is a template for an empirical study, placeholders like [X] are used for data you will need to fill in based on your actual research findings.AbstractThis study investigated the relationship between students' reading culture and their reading comprehension performance in Junior Secondary Schools (JSS) within the Egor Local Government Area of Edo State. The study adopted a descriptive survey research design. A sample of [Insert Number, e.g., 200] JSS students was selected from [Insert Number, e.g., 5] public and private secondary schools in the area using a simple random sampling technique. Two instruments were used for data collection: a structured questionnaire titled "Students' Reading Culture Questionnaire (SRCQ)" and a "Reading Comprehension Performance Test (RCPT)." The instruments were validated by experts, and their reliability coefficients were established at [Insert Reliability, e.g., 0.78] and [Insert Reliability, e.g., 0.81] respectively. Data collected were analyzed using mean and standard deviation to answer the research questions, while Pearson Product-Moment Correlation (PPMC) [or t-test/ANOVA, depending on your analysis] was used to test the hypotheses at a 0.05 level of significance.The findings revealed that the reading culture among junior secondary school students in Egor Local Government Area is [low / moderate / high]. Furthermore, a significant positive relationship was found between students' reading culture and their academic performance in reading comprehension ($r = \text{[Insert r-value, e.g., 0.64]}, p < 0.05$). Factors such as excessive use of social media, lack of functional school libraries, and poor parental support were identified as major hindrances to developing a robust reading culture. Based on these findings, it was recommended among others that school authorities in Egor Local Government Area should establish well-equipped libraries and integrate mandatory reading hours into the school curriculum to foster a sustainable reading culture and ultimately enhance comprehension performance.

This study investigated the role of sports in promoting social inclusion and diversity at the University of Benin. Four research questions and two hypotheses guided the inquiry. A descriptive survey research design was adopted, and the population consisted of 46,110 students of the University of Benin. A stratified and simple random sampling technique was used to select a sample of 100 students drawn evenly from five faculties. Data were collected through a structured questionnaire validated by experts in Human Kinetics and analysed using descriptive statistics mean and standard deviation to answer the research questions, while Pearson Product Moment Correlation was employed to test the hypotheses at the 0.05 significance level. Findings revealed that sports programs significantly promote social inclusion by fostering interaction, friendship formation, and a sense of belonging among students from diverse backgrounds. Major barriers to participation among underrepresented students included financial constraints, limited awareness of available programs, inaccessibility of facilities, discrimination, and academic workload. Results also showed that while leadership in sports programs positively influences inclusion through fair treatment and encouragement of diverse participation, there remains a need for stronger policy implementation to support underrepresented groups. Based on these outcomes, the study concludes that sports are an important catalyst for social cohesion and diversity within the university environment, but structural and administrative barriers must be addressed to achieve full inclusivity. Recommendations were made to improve accessibility, awareness, financial support, and inclusive policy enforcement in the University of Benin’s sports programs.

This study focuses on enhancing student teaching effectiveness through reflective practice: a case study of University of Benin. The study employed four objectives which includes to examine how student teachers at the University of Benin understand and engage in reflective practice; to assess the perceived impact of reflective practice on the effectiveness of student teaching; to examine the relationship between students teachers reflective practice, class management and student engagement; and to find out if technology enhances reflective teaching practice, using digital aid. The study adopted the survey design using questionnaire as instrument of data collection. The data was analyzed using frequency and percentage tables, the results showed that most student teachers are aware of the concept of reflective teaching practice, but few have received formal instruction or training on how to apply it systematically during their teaching practice. The results also showed that a significant number of student teachers do not perceive reflective practice as directly improving their teaching effectiveness. The results indicate that student teachers are actively engaging in reflective practices to some extent; however, there is a clear need for these strategies to be more deliberately and systematically integrated into the teacher education curriculum at the University of Benin. The study recommended that there is a critical need for reflective practices to be formally integrated into the teacher education curriculum through structured activities, mentoring, and training to enhance student teaching performance. Workshops, seminars, and classroom sessions should be organized to teach student teachers how to engage in effective reflective practices, including the use of journals, self-assessment tools, and peer feedback. Student teachers should be given regular assignments that require them to reflect on their teaching, identify areas for improvement, and propose specific strategies for development. Schools used for teaching practice should promote a culture that values and supports reflective teaching through regular discussions, feedback, and collaborative learning environments.

This study investigated the effectiveness of school leadership styles in promoting learning outcomes: a case study of public secondary schools in Oredo Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and examined. The sample size was made up of 120 respondents. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of data was done using mean and standard deviation. The findings from the study include that transformational, charismatic, transactional school leadership style significantly promotes learning outcomes in public secondary schools in Oredo Local Government Area of Edo State. It was concluded that there is a significant relationship between school leadership styles and students’ learning outcomes in public secondary schools in Oredo Local Government Area of Edo State. The study recommended among others that secondary school principals should avoid the use of autocratic leadership and embrace transformational and charismatic leadership style.

This study assessed the knowledge of climate change and environmental preservation among secondary school students in Oredo Local Government Area of Edo State, Nigeria. The study was necessitated by the growing environmental challenges associated with climate change and the need to assess students’ level of awareness, practices, and attitudes toward environmental sustainability. A descriptive survey research design was adopted for the study. The population of the study comprised 8,000 secondary school students in Oredo Local Government Area, as obtained from the Edo State Ministry of Education (2024). A sample size of 200 students was selected using a multi-stage sampling technique involving stratification and simple random sampling procedures. The instrument used for data collection was a structured questionnaire containing 30 items. The instrument was validated by the researcher and two others from the Department of Health Safety and Environmental Education. Data collected were analyzed using frequency counts and percentages. Findings revealed that the majority of secondary school students possessed a high level of knowledge of climate change and environmental preservation. The study also showed that students engaged in some environmental preservation practices such as proper waste disposal, reduction in the use of plastics, and participation in environmental conservation activities. In addition, the results indicated that most students demonstrated positive attitudes toward environmental protection, including a willingness to adopt environmentally friendly behaviors.The findings concluded that although students have good knowledge and positive attitudes toward climate change and environmental preservation, there is still a need to strengthen practical engagement in environmental activities. The study recommended that environmental education should be intensified in schools, awareness programs should be regularly organized, and students should be encouraged to actively participate in environmental conservation practices.

Sex education plays a vital role in equipping adolescents with accurate information and life skills necessary for making informed decisions regarding their sexual and reproductive health. This study examined the knowledge and attitude towards the teaching of sex education among secondary school students in Egor Local Government Area of Edo State, Nigeria. The objectives of the study were to assess students’ level of knowledge of sex education, determine their attitudes towards its teaching in schools, and identify factors influencing their perceptions.
A descriptive survey research design was adopted for the study. Data were collected from selected secondary school students using a structured questionnaire designed to obtain information on demographic characteristics, knowledge of sex education, and attitudes towards its teaching. The collected data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations.
The findings revealed that a majority of the students possessed a moderate to high level of knowledge regarding sex education and recognized its importance in promoting healthy lifestyles, preventing sexually transmitted infections, reducing teenage pregnancy, and fostering responsible sexual behavior. The study also found that most respondents exhibited a positive attitude towards the inclusion and teaching of sex education in secondary schools. However, cultural beliefs, religious values, parental influence, and societal perceptions were identified as factors affecting students’ acceptance and understanding of sex education.
The study concluded that effective sex education is essential for enhancing adolescents’ awareness of reproductive health issues and encouraging responsible decision-making. It recommends that sex education be adequately incorporated into the secondary school curriculum and delivered by trained educators using age-appropriate and culturally sensitive approaches. Increased collaboration among schools, parents, health professionals, and policymakers is also recommended to improve the effectiveness of sex education programs among adolescents.

In recent years, the widespread use of digital media has significantly transformed how university students communicate, learn, and express ideas. While digital platforms such as WhatsApp, Instagram, and Facebook have enhanced information sharing and connectivity, concerns have emerged about their influence on students' wvriting culture and academic performance. This study examined the impact of digital media on the writing culture of undergraduate students in public universities in Delta State, Nigeria. The study adopted a descriptive survey research design and was conducted in selected universities, including Delta State University, Abraka, and the Federal University of Petroleum Resources, Effurun. A structured questionnaire was used to collect data from a sample of 398 respondents, selected through a multi-stage sampling technique. Data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations with the aid of the Statistical Package for the Social Sciences (SPSS). Findings revealed that WhatsApp, Instagram, and Facebook are the most frequently used platforms, with most students spending between one and six hours daily online. While digital media facilitates learning, vocabulary development, and collaboration, it also promotes informal writing styles, spelling errors, and reduced originality. The study concludes that digitalmedia exerts both constructive and disruptive effects on students' writing practices. It recommends integrating digital literacy and academic writing training into university curricula, organizing workshops on formal writing, promoting plagiarism detection tools, and improving access to scholarly digital resources to enhance responsible digital engagement. Keywords: Digital media, writing culture, undergraduates, public universities, Delta State.

The research was carried out to investigate the impact of play-based learning approaches and motor skill development in kindergarten -aged children within Benin Metropolis, Edo State, Nigeria. Motor development during early childhood represents a critical foundation for physical competence, cognitive growth, and social-emotional wellbeing. Despite growing recognition of play as a fundamental learning mechanism, traditional teacher-centered instructional methods continue o dominate many early childhood education settings in Nigeria, potentially limiting opportunities for holistic motor skill acquisition. Five research questions were raised for this study. The population of the study consists of all preschools in Benin Metropolis, where the parents, guardians, caregivers and teachers are expected to form the desired responses. Sample sizes of 125 were drawn for the study. The instrument used for the study is a Likert scale made up of 4-points items; Strongly Agree, Agree, Disagree and Strongly Disagree, respectively. The reliability of the instrument was set at 0.86. The data collected was analyzed using simple percentage. Findings suggest that children engaged in regular play-based learning activities demonstrate enhanced motor proficiency, greater physical confidence, and improved spatial awareness compared to peers in traditional learning environments. The research also explores contextual factors specific to Benin Metropolis, including available play resources, teacher training in play- based methodologies, classroom infrastructure, and cultural attitude toward play in educational settings. This study contributes to the growing body of evidence supporting developmentally appropriate practices in Nigerian early childhood education and provides practical recommendations for educators, policymakers, and curriculum developers seeking to optimize motor development outcomes through play-integrated learning frameworks.

This study examines the issues of teaching and learning Ethical Hacking and Cyber- Security in Edo state telecommunication industries. Specifically, this study intricately examines the challenges faced in the complete learning of the said field. Four research questions were raised and these questions were hypothesized. The population of this study comprises of 5 institutions divided into seven groups of personnel's. A sample of 25 persons involving students of the University of Benin, Lectures in the same University, and several others from various telecommunication industries in the Ovia North East Local Government Area where used for this assessment. A questionnaire was the instrument for data collection. And the answers were analyzed through the inferential statistics method where the hypothesis where also tested. The findings of the study mostly reviewed that one major issue in the teaching and learning of Ethical Hacking and Cyber-Security is the lack of financial support, infrastructure, and resources to this field from the Government of any other Organisation. I recommend this study to various ICT Trainers and Ethical Hackers would like to extensively indulge in this field of study. This study serves as a medium to employ the Government to acknowledge the importance of Ethical Hacking and Cyber-Security, and to help in growing this field of enlightenmen.