Institute of Education

This study examined the influence of practical Agricultural science activities on academic performance of public secondary school students of Ikpoba-Okha Local Government of Edo State. Five research questions guided this study, three questions were answered and two questions were hypothesized, the population of this study consist of 250 senior public secondary school students, the samples of this study was 20% of the total population which have a sample of 50students, pearson(r) was used to determine the level of reliability ,the instrument for data collection was questionnaire validated by the supervisor and other lecturers in the institute of Education, the reliability of the instrument was tested at 0.05 alpha level of significance using test retest method and a correlation coefficient of 0.90 was obtained. The data collected was inputted into the computer and analyzed using SPSS: mean and standard deviation. The study found out that practical agricultural science activities has influence on academic performance on public secondary school students, based on the findings, it was recommended that schools should design balanced timetable that allocate adequate time for both practical agricultural activities and academic subjects to prevent interference with student’s study.

This study designed is to investigate the factors affecting teaching and learning of economics in public secondary schools in Ikpoba Okha local governments Area Edo
state.to carry out this study, four research questions were raised. The study was descriptive study the population of the study was three hundred teachers. The sample
for the study was 20% of the total population which were selected using the stratified sampling method which gave a sample of 60%. The instrument used for the collection of data was questionnaire. The reliability of the questionnaire was ascertained using test-retest method. Thereafter, the Person Product Moment Coefficient (Pearson r) was determined in its level of reliability. A correlation coefficient of 0.70 was obtained and it showed that the instrument was reliable. The major findings stated that there is a significant difference in the method of teaching that influence the teaching and learning of economics in between low and high qualified teachers in public secondary schools in Ikpoba Okha Local Government Area. The teachers with higher academic qualification’s method of teaching seems to influence the teaching and learning of economics in public secondary schools in Ikpoba Okha Local Government Area than those with lower qualifications.

This study investigated the challenges affecting the teaching and learning of Home Economics in secondary schools in Benin City. As a follow up, five research question were generated to guide the study. This study adopts a descriptive survey research design. The target population consists of all Home Economics teachers and students in public and private secondary schools in Benin
City. The sample was 190 respondents comprising teachers and students of Home Economics selected through a multi-stage sampling technique. The instrument for data collection was a two set-structured questionnaire comprising teachers and students’ questionnaire. The face and content validity of the research instrument (questionnaire) was ascertained by Home
Economics education experts and research supervisor. The internal consistency of the instruments was established with Cronbach’s alpha method which yields a reliability coefficient of 0.85 .The instrument was administered by the researcher and the data generated was analysed with Means and standard deviations utilizing SPSS (Statistical Package for Social Sciences) Version 22. The study revealed that the key challenges affecting the teaching and learning of home economics in secondary schools in Benin City include teaching-related, government-related and societal-related challenges. However, student related
challenges as perceived by the students do not constitute a challenge to the teaching and learning of home economics. Based on these findings, it was therefore recommended that the Nigerian governments including school owners should accord adequate support for Home Economics’ through provision of funds and infrastructures such as building Home Economics labouratory in all secondary schools offering the subject. Additionally, qualified teachers should be recruited and ensure only teachers trained in the subjects are allowed to teach it as well as sponsoring in services training for serving Home Economics teachers. Moreover, societal negative perception or stereotyping of the subject as women course should be dissuaded through public enlightenments

This study investigated the level of utilization of science facilities in Early childhood education (ECE) classrooms in Oredo Local Government area, Edo State. The study also sought to find out the extent to which science facilities were available in ECE classrooms in Oredo Local Government Area. The differences in the level of utilization of science facilities based on location, categories of teachers, and ownership of schools were areas of interest in this work. Five research questions were raised to guide the study. Two research questions were answered while three
were formulated into hypotheses and tested at 0.05 level of significance. The study adopted the descriptive survey research design. 175 teachers formed the sample of the study. The instrument titled “The level of availability of science facilities in ECE classrooms” was a self designed checklist by the researcher to collect data for the study. Data collected were analyzed using mean, standard deviation and independent sample t-test. The following were among the findings: The majority of science facilities are highly available in Early Childhood Education (ECE) classrooms in Oredo Local Government Area, the level of utilization was at least once a month, there were no significant differences in the level of utilization of science facilities in early childhood classrooms in Oredo Local Government Area based on location, categories of teachers and ownership of schools. Based on the findings, it was recommended that the number of utilization should be increased to once a week. Science is very vital in the life of a human being and it plays a crucial role in the development and understanding of the world. Once in a month is not adequate for science experience because it may not be sufficient to foster a deep and lasting appreciation for the subject. To enhance a child’s engagement in science activities, it is beneficial to increase the frequency of the utilization to at least once a week so that the child gets used to science activities.

The research work investigated the impact of technology on academic development among pre school children in Oredo Local Government Area of Edo State. To guide this study four research questions were raised: What is the status of technology in the schools, what is the attitude of teachers to the use of technology, will the use of technology in early childhood education improve learning, will the use of interactive digital tools affect the social and emotional development of pre school children. descriptive survey research was adopted with the use of questionnaire to collect information from the respondents. The population of the study was two hundred and ten (210) private pre schools in Oredo Local Government Area. The sample size used for the study was 25% of the total population. ballot method was used to draw the sample in each school selected, twelve (12) private schools was selected and visited in Oredo Local Government Area. Ten (10) subjects from these schools was drawn through
purposive sampling technique giving a total number of one hundred and twenty (120) subject . The research instrument used in this study was a structured questionnaire titled Investigating the impact of technology on academic development among pre school children. It was divided into two sections: section A sought to elicit information about the bio-data of the respondents, while section B was on the Investigating the impact of technology on academic development among pre school children in Oredo Local Government Area, Benin, Edo state. This section consists of sixteen (16) items. The likert scale of four points was used, SA-4, A-3, D-2, SD-1 points respectively was used for the study. The reliability of the instrument was carried out using test
re-test method which gave the reliability score of 0.70. The data collected through the questionnaire was analyzed by the researcher using the simple percentage, frequency count, mean, standard deviation to interpret the result for the various findings and questions listed in the study. The study concluded that it is important that teachers beliefs, roles and experiences
are considered, if changes are to be made to foster and optimize opportunities for young children’s learning and how the roles and experiences influence and shape the ways in which teachers implement and integrate technology among pre school children context. The study also reveals the positive impact of technology and how it makes learning more fun and also helps in
enhancing children engagement in the classroom and also the negative impact of technology on pre school children if not handled well. Findings revealed that technology have significant impact in children learning outcome, based on the findings it was recommended that researchers and educators should encourage the use of technology in ECE from the perspectives of children
and families, technological resources center should be established in various early childhood education centers in Oredo Local Government Area of Edo State.

This study was to explore the influence of socioeconomic background on the academic performance of school children in Oredo Local Government Area, Edo State. The research was centered around five key research questions: Does the financial status of parents impact their children's academic performance? What roles do parental education and occupation play in shaping school children's academic achievements? How does the availability of educational resources andc facilities in schools affect the academic performance of students from various socioeconomic backgrounds? Are there disparities in the academic performance of
students from diverse socioeconomic backgrounds attending public versus private schools? A descriptive survey research design was employed, incorporating both qualitative and quantitative methodologies. Data was collected using questionnaires, and the analysis involved computing frequencies and simple percentages. The study focused on school children within Oredo Local Government Area, Edo State, with a sample size of 80 respondents selected from eight primary schools in the region. Each of the eight chosen primary schools contributed 10 respondents. The research instrument consisted of a questionnaire containing sixteen items. To ensure the reliability of this instrument, a preliminary test was conducted by administering the research questionnaire to a group of individuals with similar characteristics as the research sample, utilizing the split-half method

The availability of educational resources in orphanage schools in Edo State's Egor Local Government Area is the subject of this study. Two research questions were provided to direct this investigation. The descriptive survey research design is the one used in this investigation. The "Availability and Utilization of Instructional Materials in Orphanage Home Schools" questionnaire was the tool utilized. The researcher distributed the questionnaires to the teachers and gathered the answers. Frequencies and
percentages were utilized to assess the gathered data. According to the survey, textbooks are the most common kind of instructional material used in orphanage home schools in the Egor local government region of Benin City, while models are the least common. It was also discovered that projectors, models, radios, tape recorders, and chalkboards are never utilized, but textbooks and marker boards are. The study suggests tactics to increase access to educational resources in orphanage home schools, including resource mobilization, teacher capacity building, and creative use of technology.

This study aims to investigate the impact of media on the learning and development of early childhood children in Irrua, Edo State. With the proliferation of various media channels and content, children are increasingly exposed to diverse forms of media from a young age. This research seeks to understand how these media influences affect cognitive, social, and emotional development in early childhood. Through a combination of qualitative and quantitative research, data will be collected from , educators, themselves. The study will explore the types of media content consumed by the children, the duration of media exposure, and the context in which media consumption occurs. Key areas of focus will include the impact of educational vs. non-educational media, the role of parental mediation in media consumption, and the potential benefits and drawbacks of media exposure on early learning outcomes. The findings of this research aim to provide insights into how media can be effectively integrated into early childhood education to enhance learning and development, as well as to inform policy recommendations for parents, educators, and policymakers in Irrua, Edo State.

This study investigated the perceptions of preschool teachers on the impact of early talent identification (ETI) on the academic performance of children in Oredo Local Government. A cross-sectional survey approach was employed. The population comprised all the preschool teachers in Oredo Local Government Area. The Sample was 100 preschool teachers selected through convenience sampling technique. Descriptive statistics validated by three lectures in the institute of Education was used to analyse the data. The findings revealed that teachers perceive early talent identification positively, acknowledging its role in enhancing academic performance through tailored support and enrichment opportunities. However, challenges such as parental attitudes, resource limitations, and systemic inadequacies hinder effective talent identification. Despite challenges, teachers are highly rated in implementing
curriculum differentiation and enrichment for early talent identification. The research underscores the importance of early talent identification in preschool education and emphasizes the need for collaborative efforts to optimize learning experiences for children in Oredo Local Government. Based on the findings, it was recommended
among others that Edo State Government and School Operators should allocate sufficient resources to overcome limitations in facilities, materials, and staffing that affect building of preschool talent.

Insecurity in Nigeria has reached an alarming proportion affecting various facets of our national life. Lives are lost on daily basis, population depleted, businesses on the ropes, investments are nose-diving, multinational companies shutting down and vacating the country, unemployment soaring and the populace in fears. Clearly, insecurity poses a threat to governance and economic growth in Nigeria. Nigeria has experienced certain level of insecurity right from independence in 1960, however, the level of insecurity in Nigeria has increased drastically over the years, since the exit of the military from the political scene and the nthronement of democracy in Nigeria about twenty-four years ago, Nigeria has witnessed an unparalleled security challenges that have put Nigerians and foreigners on their toes.