FACULTY OF EDUCATION

This study examines the awareness and perception of librarians toward the adoption of artificial intelligence (AI) in academic libraries, with a specific focus on John Harris Library at the University of Benin. The research aims to assess the extent and variety of AI technologies utilized, best practices for AI integration, and practical ways to enhance information delivery through AI adoption. Using a survey research design, data were collected from 80 respondents through structured questionnaires and analyzed using frequency counts and simple percentages. The findings reveal that while AI adoption in John Harris Library is still at a developing stage, there is a growing awareness among librarians regarding its potential to enhance library services. However, challenges such as inadequate funding, insufficient technological infrastructure, and limited staff training hinder effective implementation. The study also highlights the need for a structured approach to AI integration, emphasizing user-centered strategies, staff capacity development, and improved technological investments. Based on these findings, the study recommends increased financial support for AI initiatives, enhanced technological infrastructure, continuous staff training, and regular policy updates to align with evolving user needs. Addressing these challenges through strategic funding and systematic policy evaluation will ensure that academic libraries effectively integrate AI, improving resource accessibility and enhancing user satisfaction.

This research was designed to investigate the access to eductional resources and its impact on learning in rural Nigeria schools. Literature Review showed that the availability and utilization of learning materials, infrastructure, qualified teachers, and digital tools influences students’ academic performance and motivation. The essence of resources availability is of necessity and utmost importance it will help in strengthening teaching effectiveness for achieving both Instructional and Educational objectives. Six research questions were formulated to guide the study. The study adopted survey research method. The population for the study comprised of all the teachers and students both in SSS1 to SSS 111 of six public schools which consist of 1050 in Orhionmwon Local Government Area, Edo State. The main research Instrument used was the structured questionnaire to which 180 students and 20 teachers randomly selected responded to collect relevant data. The validation of the research Instrument was obtained through scrutiny of the project supervisor and two other lecturers from the department of Curriculum and Instructional Technology, Faculty of Education. A test-retest was used in establishing the reliability of the questionnaire. The administered the instrument to 10 respondents who were not part of the main study. Re- administered after 7 days on the same respondents. The two scores were anaylsed using Pearson products moment correlation coefficient (r), and a reliability ratio of 0.80 was obtained. The analysis and interpretation of data involved the use of mean and standard deviation to answer the research questions. The findings of the study revealed that Educational Resources have significant impact on the academic achievement of students. The availability of educational materials is of great influence to students in rural schools as it helps to facilitate learning process and help support Instruction. The Findings also indicate that inadequate access to textbooks, laboratories, ICT facilities, and well-trained educators significantly hampers learning outcomes. The study highlights the need for targeted government policies, community involvement, and sustainable investments to ensure equitable access to quality education.

Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. Foucault (1986) asserts that, individualistic attitude is characterized by the absolute value attributed to individual’s singularity and by the degree of independence conceded to him vis-à-vis the group and institution he is answerable to; that is, the way a person behaves will depend largely on what he values, the amount of freedom he is allowed and what the society expects of him.

This study was conducted to examine guidance and counselling as correlates of academic performance among secondary school students in Oredo Local Government. This study made use of the descriptive survey research design. The population of the study consisted One hundred (100) students which is also the sample respondents for the study. The instrument for data collection for this study was a self-constructed close-ended questionnaire the researcher's supervisors were part of the validation team. Data obtained from the study were analysed using mean score analysis. It was found in this study that there is a correlation between academic guidance and academic performance among secondary school students in Oredo Local Government Area in Edo state. Vocational guidance and counselling has an influence in the academic performance of students in Oredo Local Government Area in Edo State Personal and social guidance influence student academic performance in Oredo Local Government of Edo State. On the basis of the findings, it was concluded that academic guidance, vocational guidance and counselling, as well as personal and social guidance, all play significant roles in enhancing the academic performance of secondary school students in Oredo Local Government Area, Edo State. The positive correlations observed suggest that when students receive comprehensive and targeted guidance in these areas, their academic outcomes improve.

This study evaluated the conceptual understanding of plant taxonomy and investigated the teaching methods employed among undergraduate students at the University of Benin, Benin City. It was guided by four research questions. The population of the study comprised 178 fourth-year undergraduate students from the Department of Plant Biology and Biotechnology (PBB) and the Department of Curriculum and Instructional Technology (CIT) - Biology Education and the sample size of 118 students. A descriptive survey research design using a quantitative approach was adopted. Data were collected using a Plant Taxonomy Conceptual Understanding Diagnostic Test (PTCUDT) and a structured questionnaire and were analyzed using descriptive and inferential statistics. The results indicated that only 18.56% of the students had a strong conceptual understanding and 81.44% of the students scored below the 70% threshold. The only statistically significant correlation found with conceptual understanding was prior knowledge (r = 0.251, p = 0.013). Teaching approaches (r = 0.079, p = 0.444) and student interest (r = 0.124, p = 0.225) were not statistically significant. The most highly rated teaching method was experiential learning through field trips and the least highly rated was lecture based delivery. Students showed low interest in plant taxonomy with examination-driven motivation and rote memorization as the dominant learning orientations. The study recommends incorporating conceptual change strategies such as the 5E instructional model, systematizing field-based and herbarium activities as core curricular components, integrating AI-assisted plant identification tools and reforming assessment practices to measure conceptual reasoning over rote recall. Professional development for instructors in active learning pedagogies is also recommended.

This study examined the influence of teacher attributes — specifically teachers’ academic qualification, years of teaching experience, and teaching style — on secondary school students’ academic achievement in Biology within Egor Local Government Area (LGA), Edo State. Guided by Social Cognitive Theory, the correlational study used a structured questionnaire (TASAABQ) validated by faculty experts and pilot-tested (Cronbach’s α = .812) to collect data from 200 senior secondary students (SS2 & SS3) drawn from five public secondary schools in Egor LGA. Demographic and Likert-type responses were analysed using descriptive statistics (means, SD, percentages), Pearson correlation, independent- samples t-tests, and one-way ANOVA to test hypotheses about relationships between teacher attributes and student achievement. Results showed statistically significant positive relationships between teacher qualification and student achievement, teacher experience and student achievement, and between student-centred teaching styles and achievement. Effect sizes indicated practical importance: teacher qualification and experience jointly explained a substantial portion of variance in students’ Biology scores. The study concludes that improving teacher professional qualifications, retaining experienced teachers, and promoting interactive, student-centered biology pedagogy are critical to raising students’ achievement. Recommendations for teachers, school administrators and policymakers are provided, along with suggestions for further research and acknowledged limitations. (Keywords: teacher qualification, teaching experience, teaching style, Biology achievement, Egor LGA).

This study examined the influence of visual instructional materials on the academic performance of Biology students in Egor Local Government Area of Edo State. The objectives of the study were to determine the availability, frequency of use, students’ perception, and challenges associated with the use of visual instructional materials in Biology instruction. A descriptive survey research design was adopted, and a total of seventy (70) respondents—including Biology teachers and SS2 students—were selected from public secondary schools within the study area. A structured questionnaire was used for data collection, and the results were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that visual instructional materials such as diagrams, charts, preserved specimens, microscopes, and digital resources are highly available in the schools. The results also showed that teachers frequently use these materials during Biology lessons, and students demonstrated a highly positive perception of their effectiveness. Students indicated that visual materials enhanced their understanding, improved recall of concepts, increased interest in Biology, and contributed positively to their academic performance. However, the study also identified several challenges affecting effective utilization of visual instructional materials, including inadequate funding, unstable electricity, limited supply of materials, large class sizes, and insufficient teacher training. The study concluded that visual instructional materials play a significant role in improving students’ comprehension, engagement, and performance in Biology. It therefore recommended improved funding, regular teacher training, adequate provision of instructional resources, and infrastructural improvement—especially in electricity supply—to enhance the effective use of visual instructional materials in Biology classroom.

This study investigated the effects of pre-competition anxiety on athletes in individual
and team sports. Pre-competition anxiety, a common psychological response before
sporting events, can influence focus, confidence, and performance. The study aimed to
assess the level of anxiety experienced by athletes and its impact on their performance. A
descriptive research design was used, with data collected through structured
questionnaires administered to student athletes in the University of Benin from both
individual and team sports. The responses were analyzed to identify patterns and
differences in anxiety levels across sport types. Findings showed that athletes experience
varying levels of pre-competition anxiety. Moderate anxiety may enhance motivation and
alertness, but high anxiety often negatively affects concentration, confidence, and
performance. The study concludes that managing pre-competition anxiety is crucial for
optimal athletic performance. Coaches and sports professionals are encouraged to
implement strategies that help athletes cope with anxiety effectively

This study was designed to
1 i1s to determine the impact of reading anxiety on academic performance of students in university of Benin. To achieve the purpose intended 1 for the study, three 3. The questionsraised and examined include: forty sevens students (147) in the three (3) Department in Faculty of Education, University of Benin. 1The sample for the study consists of ninety (90) students which were randomly selected among the students in the faculty. The 2 S 0 imple Random Sampling Technique was used in selecting these three Department. Students were drawn from each Department with the use of Random Sampling Technique. 3 method of reliability was used to determine the consistency of the opinion of the respondents.1The data collected were analysed using frequency count, simple percentage, and mean score standard The findings from the study showed that reading anxiety among students of the University of Benin is caused 4b 0 y a combination of linguistic, psychological, and environmental factors. The major causes identified include fear of being judged by peers or lecturers, pressure to perform well, limited vocabulary knowledge, tight deadlines for reading assignments, and lack of confidence in reading abilities. Items such as “Encountering unfamiliar vocabulary in texts causes me significant anxiety” and “The volume of reading required for my courses overwhelms me” recorded high mean responses, emphasizing that vocabulary difficulty. It was indicated that as students’ reading anxiety increases, their academic performance decreases. Therefore, 1 the null hypothesis which states that there will be no significant relationship between reading anxiety and academic performance of students in the University of Benin was rejected, it was recommended Universities should establish reading clinics, literacy labs, or guided reading workshops to help students gradually build reading confidence. Also, it was recommended that lecturers can incorporate stress-management approaches such as deep-breathing exercises, short mindfulness sessions, or motivational reassurance before reading-intensive tasks.

This study was carried out analyse the use of Visual aids in teaching Biology in Senior Secondary Schools in Benin metropolis. The research was carried out as survey research using relevant literature from journals, magazines, books and the internet. Four research questions were raised to guide the study. The researcher made effort in analysing the extent of the availability of visual materials in senior secondary schools, constraints faced by teachers in the use of visual aids in the teaching of Biology and effective usage of visual aids by Biology teachers. The random sampling technique was used in selecting schools. 50 Biology teachers that were purposively selected from Senior secondary schools in Egor Local, Oredo and Ikpoba okha Government Area, Edo state. These Local Government Areas are part of Benin Metropolis. The data were collected with the questionnaire instrument and analyzed using simple percentage. The result revealed that; Most visual materials for teaching Biology are not available in Senior Secondary Schools in Benin metropolis, predominate challenges faced by Biology teachers in the use of visual aids are, Irregular power supply, overpopulation, finance, high cost of visual aids and poor implementation of the Biology curriculum. And Biology teachers in the schools of study, make use of available visual materials like maps. Educational charts, models, pictures and textbooks for teaching. based on the results, it was recommended that, education stakeholders in the country should finance provision of computers, power generating sets, Audio Visual Aids, and expand teaching aids in all secondary schools. This will enhance the use of Audio-Visual aids in the teaching and learning of Biology, Biology teachers should be trained and retrained in the proper use and handling of instructional materials to bring about desirable learning outcomes and Based on the challenges teachers are facing in the use of audio visual aids, regular power supply or an alternative source of power should be provided for the schools, schools. As this will be a motivating force to drive teachers in the use.