FACULTY OF EDUCATION

The Study investigated students’ perception of learning environment in teaching and learning of Biology in Egor local Government Area of Edo State. Three research questions were raised in order to carry out this study. The Survey research design was used for this study. The Subject of this Study consisted of one hundred and fiftysix (156) SS2 students. A questionnaire title ‘’students’ Perception of Their Learning Environment in the teaching and learning of Biology (TLE) Questionnaire was used to collect data from respondents. The questionnaire used consisted of two section, section A and B. Section A contains demographic information which include the name of the school, sex and age of the respondent, while section B mainly contained the items of learning environment. The reliability of the instrument was established using Cronbash Alpha Statistics and the reliability co-efficient obtained was 0.85. Data collected were analyzed using inferential statistics It was found that students have a negative perception of their biology learning environment and that the sex of students did not affect their perception of their learning environment. Students reported that facilities in the schools were no longer in used; they concluded that their learning environment was poor. In conclusion; students, face certain challenges in their biology learning environment which include inadequate laboratory, lack of chairs and tables in the library. It is recommended among others that the government, parents and teachers should provide basic and necessary amenities and facilities to encourage proper learning and enable students to have a positive perception and attitude to their Biology learning environment.

The study investigated Social media addiction as predictor of adolescent depression among senior secondary school students in Egor Local Government of Edo State. To guide this study, four research questions were raised and three hypotheses formulated and tested at 0.05 level of significance. The study adopted the survey research design. The population of the study consisted of 1565 Senior Secondary School (SSS2) Students from the coeducational category registered for 2024/2025 academic session from 10 coeducational secondary schools. The sample size of the study comprised 200 using the simple random sampling procedure. The research instrument that was used for this study is 4-point modified scale questionnaire titled "Social Media Addiction and Depression Questionnaire (SMADQ)". The questionnaire was divided into two (2) parts. Part A elicited demographic details, while part B contains two (2) sub- scales viz: Adolescents’ level of social media addiction with 16 items, Depression level of addicted adolescents to social media 5 items. The instrument was validated by three test experts in the Department of Educational Evaluation and Counselling Psychology. The reliability of the instrument was established through internal consistency using Cronbach alpha statistics which yielded reliability index of 0.757 for adolescents’ level of social media addiction, 0.705 for depression level of addicted adolescents to social media. The simple linear regression and Analyses of covariance ( ANCOVA ) were used to test formulated hypotheses at 0.05 alpha level. Findings revealed that social media addiction significantly predicted depression among in school adolescents in senior secondary school in Egor Local Government Area of Edo State. Factors such as constant usage of social media by the adolescent to wanting to feel belong or associated and having strong desire for acceptance contributed to social media addiction. There was lack of significant difference by sex because both male and female adolescents experience similar patterns of social media engagement in the study context, such as frequent checking, browsing, or interactive participation, which may not differentially affect depressive symptoms. Based on the findings, it was recommended that schools should integrate structured digital literacy and digital wellness education into their curriculum. Such programs should focus not only on technological skills but also on responsible usage, time management, emotional awareness, and coping strategies related to online experiences and parents should be educated about the potential psychological implications of excessive social media use. Parental monitoring should be balanced with open communication, fostering trust while guiding adolescents toward healthier digital habits.

This study investigated the impacts of laboratory experiments on the academic achievement of senior secondary school chemistry students in Egor Local Government Area, Benin City. It examined how the frequency of practical sessions, the quality of laboratory facilities, and teachers’ competency in conducting experiments influence students’ understanding and performance in chemistry. The study adopted a descriptive survey design, using a structured questionnaire administered to 69 students selected through proportionate and simple random sampling from five public secondary schools. Data were analyzed using descriptive statistics, Pearson correlation, and independent samples t-test. Findings revealed that practical sessions are infrequent in most schools, and students reported that the scarcity of hands on activities limit their understanding, retention, and interest in chemistry. Results further showed that the quality of laboratory facilities significantly affects students’ performance, with poorly equipped laboratories hindering effective practical engagement. Teacher competency also displayed a positive and significant relationship with students’ academic achievement, indicating that skilled and confident teachers play a crucial role in facilitating meaningful laboratory learning. The study concludes that inadequate facilities, infrequent practical sessions, and limited teacher expertise collectively contribute to low achievement in chemistry. It recommends improved funding for laboratory infrastructure, more frequent and well timed practical lessons, and enhanced teacher training to strengthen the integration of theory and practice.

The study concluded that undergraduates are not using the reference management software (RMS) and that reference management software plays no role in their undergraduate learning. Undergraduates in Uniben are faced with challenges in using RMS such as a lack of training, instruction, and computer skills. In view of the findings of the study, the following recommendations were made Reference Management software should be provided and made available in Universities and students exposed to it. Proper instruction and training on RMS, and citation styles should be given to students to enhance their usage. The computer skills of students should be enhanced and as well be provided with technical support majorly from the university library.

This research investigated the stress management techniques, sports performance of student athletes among soccer players in Benin Metroplis. A correlation survey research design was employed in the study, five research questions were made in the study and four hypothesis were formulated. A sample of 135 soccer players were selected by multistage sampling procedure. The Instrument was validated by three experts, two from Department of Human Kinetics and sports science and one expert from the Department of Educational Evaluation and Counseling Psychology, all from the University of Benin. The Split-half method of reliability was used and a reliability index of 0.78 was obtained.
Data was analyzed using Descriptive statistics of Frequency units and Percentages while Pearson Product Moment Correlation Coefficient was used to analyzed the hypotheses. The findings of the study revealed that there is a significant relationship between stress relaxation technique and student- athlete sports performance, stress cognitive restructuring technique and student- athlete sports performance, stress exercise technique and student- athlete sports performance, stress goal setting technique and student- athlete sports performance. It was concluded that there is a significant relationship between stress management techniques and student- athlete sports performance. It was therefore recommended that sports psychologist should be attached to student- athlete to help manage their stress.

This study examined "The Influence of Teacher's Feedback and Student's Motivation on Senior Secondary School Student's Composition Writing." It investigated the types of teachers' feedback commonly used in senior secondary schools; examined the extent to which intrinsic and extrinsic motivations influence students' performance in composition writing; explored the interaction between teachers' feedback and students' motivation on composition quality; and identified the main barriers to teachers providing effective feedback in composition writing classes in Edo State.

The research used a descriptive survey approach to gather information without altering any variables, focusing on senior secondary schools in Egor Local Government Area, Edo State. A total of one hundred and fifty (150) students made up the population and sample, selected through purposive sampling to ensure students who met the study's specific needs were included. A questionnaire titled "Teachers' Feedback and Students' Motivation Questionnaire" was developed by the researcher and divided into two sections, with a four-point Likert scale used to rate responses. For validity, the instrument was reviewed by both lecturers and the researcher's supervisor and was refined based on their feedback. Reliability was confirmed using the Cronbach Alpha method, producing a strong result of 0.868, which confirmed that the instrument was dependable. The questionnaire was personally distributed by the researcher to encourage accurate responses and was retrieved immediately after completion. All collected data were analyzed using frequency and percentage to address the research questions clearly.
Findings from the study discovered that written corrections and grading are the most commonly used feedback types in composition writing instruction; both intrinsic and extrinsic motivations significantly influence students' composition writing performance, with students responding positively to topic enjoyment, teacher praise, grades, and examination preparation; teacher feedback and student motivation interact synergistically to enhance composition quality, as encouraging feedback increases student interest and improves writing performance; large class sizes and heavy workload represent the main barriers to effective feedback provision. Based on these findings, the study recommends that class sizes be reduced to enable individualized feedback; teachers adopt balanced feedback approaches combining corrective and motivational elements; technology-assisted feedback tools be integrated to support traditional methods; and teacher professional development programs be organized to enhance feedback skills and understanding of motivation theories.

This study examined the degree of application of the Culturo-Techno-Contextual Approach (CTCA) in the teaching of Biology among Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State, Nigeria. The study sought to determine teachers’ level of awareness of CTCA, examine the extent to which they integrate cultural, technological, and contextual elements in Biology instruction, and identify the challenges affecting its implementation. The research adopted a descriptive survey design. The population of the study consisted of all Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State. A census survey was used, and all 17 Biology teachers in Egor Local Government Area formed the sample for the study. The instrument for data collection was a structured questionnaire designed on a four-point Likert scale, ranging from Strongly Agree (4) to Strongly Disagree (1). The questionnaire comprised Sections A, B, C, and D, making a total of 19 items. Section A elicited demographic information from the respondents, while Sections B, C, and D contained five items each. The instrument was administered and retrieved on the spot. The data collected were analyzed using frequencies and simple percentages to provide a clear understanding of the responses and to enable meaningful interpretation. Findings showed that Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State are familiar with the concept of CTCA, but they lack formal training on its practical application in the classroom. The study further revealed that the degree of integration of CTCA principles in Biology teaching is modest but not extensive. Additionally, several challenges were identified as limiting the full implementation of CTCA, including inadequate training opportunities, poor access to technological facilities, and language barriers. The study concluded that the Culturo- Techno-Contextual Approach is yet to be fully understood and effectively implemented by Biology teachers in senior secondary schools. It recommended regular CTCA training for 9 teachers through workshops and seminars organized by the Ministry of Education in Faculty of Education of Universities. The study also emphasized the need for better technological resources in schools to support CTCA implementation and encouraged curriculum planners to revise the Biology curriculum to allow greater cultural and contextual flexibility in teaching.

This study investigated the impact of gender roles on educational opportunities among senior secondary school students in Edo State, Nigeria. It focused on how cultural beliefs, family decisions, economic factors, institutional practices, and curriculum content influence access to and participation in education. A descriptive survey design was used, and data were collected from 208 students through a structured questionnaire. Findings revealed that cultural and social norms still favor boys’ education over girls’, as family decisions and economic challenges often prioritize the boy child. Girls were found to bear heavier domestic responsibilities, which affect their school attendance and performance. Institutional factors such as teacher attitudes and classroom practices also reinforced gender bias, while the curriculum lacked adequate representation of both genders. The study concluded that gender roles significantly shape educational inequality in Edo State through social, cultural, and institutional influences. It recommended community sensitization, financial support for female students, gender-sensitive teacher training, and curriculum reform to promote equity in education.

This study investigated the influence of teachers’ characteristics on secondary school students’ learning of Biology in Egor Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The descriptive survey research method was adopted for the study. The population of this study comprised all the 201 teachers in the 20 senior secondary schools in Egor Local Government Area of Edo State. The sample size for the study was made up of 100 teachers representing 50% of the population. The findings from the study include that there is a significant difference in the influence of teachers’ characteristics on secondary school students’ learning of Biology between large school and small school. It was concluded that teachers’ characteristics such as qualification, professionalism, experience and teachers’ sex significantly influence secondary school students’ learning of Biology in Egor Local Government Area of Edo State. The study recommended among others that the Ministry of Education and school authorities in Egor Local Government Area should prioritize continuous professional development and training programmes for Biology teachers.

This study investigated the transformative role of adult education in promoting community development, specifically focusing on the host community of the University of Benin, Nigeria. Recognizing adult education as a crucial component of lifelong learning and a strategic driver for national transformation, the research aimed to determine how existing programs address pervasive challenges such as low literacy rates, high unemployment, skill deficits, and social exclusion in the community. The core purpose was to identify the types of adult education programs available, evaluate participants' perceptions of their impact on personal and collective development, assess their effectiveness in meeting economic, social, and political needs, and explore the challenges hindering successful implementation. Ultimately, the study sought to provide evidence- based recommendations to strengthen adult learning initiatives and foster sustainable development at the grassroots level. The study adopted a descriptive survey research design to gather facts and opinions from the population for generalization. The study area was delimited to selected neighborhoods surrounding the University of Benin, including Ugbowo, Ekosodin, Osasogie, and BDPA. Data was collected from one hundred and twenty (120) adults selected from ten communities in Egor Local Government Area of Edo State using a questionnaire as the primary research instrument. The collected data was analyzed using descriptive statistics, including frequency, simple percentage, and mean scores, with a criterion mean score of 2.50 used as the selection benchmark. The findings indicated that the available adult education programs in the area include women education, population education, literacy, workers education, and vocational education, and that the community holds a positive attitude toward these programs. Crucially, the study concluded that adult education has significantly helped in community development by providing economic skills, improving participants' standard of living, enhancing reading abilities, and fostering cordial community relationships, with the extent of acquired skills contributing highly to poverty alleviation. The successful implementation of these programs, however, is often challenged by financial constraints, inadequate government support, and limited facilities. Therefore, recommendations often revolve around the need for increased government funding, better institutional collaboration (especially with the University of Benin), and addressing logistical barriers to ensure the programs are sustainable and relevant to evolving labor market needs.