SENIOR SECONDARY SCHOOLS

The study investigated the relationship between socio-economic background of
parents and students’ academic performance in senior secondary schools in Egor Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The population for this study was made up of all the 5,419 public senior secondary school students in Egor Local Government Area of Edo State. The sample size for the study was made up of 70 respondents. Data collected from the respondents was analyzed using descriptive statistics, precisely mean and standard deviation. The instrument used for the data collection was a structured questionnaire titled “Relationship between Socio-Economic Background of Parents and Students’ Academic Performance Questionnaire (RSEBPSAPQ)”. The constructed questionnaire for the study was presented to the project supervisor to confirm for content validity. The Cronbanch Alpha method was used to determine the reliability of the instrument. The questionnaire was administered to a group of 20 respondents which were not part of the study but were part of the population. A Cronbach Alpha coefficient of .887 was obtained. This shows that the instrument is reliable. The findings from the study include that there is no significant relationship between parental socio-economic background and students’ academic performance based on sex. It was concluded that socio-economic background of parents such as education, occupation and cultural values significantly influence on students’ academic performance in Egor Local Government Area of Edo State. The study recommended among others that the government should introduce policies and scholarship schemes aimed at supporting students from low socio-economic backgrounds. Such initiatives would help to reduce financial barriers that limit students’ access to quality education and, consequently, improve their academic performance

This study investigated The Role of School Farms in Enhancing Teaching and Learning of Agricultural Science in Senior Secondary Schools in Ovia North East Local Government Area, Edo State. The main purpose was to determine how school farms contribute to students’ practical skill development, academic performance, motivation, and interest in Agricultural Science. It also examined how school farms influence curriculum implementation and identified the major challenges faced by both students and teachers in using school farms for effective learning. The study adopted a descriptive survey research design. The population consisted of Agricultural Science teachers and senior secondary school students drawn from selected schools within Ovia North East Local Government Area. A total of eighty-eight (88) respondents, comprising eighty (80) students and eight (8) teachers, participated in the study. Data were collected through a structured questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS). Mean and standard deviation were used to answer the research questions, with a decision mean of 2.5 serving as the acceptance benchmark. The findings showed that all items had mean scores above 2.5, indicating agreement that school farms play a vital role in improving the teaching and learning of Agricultural Science. Respondents affirmed that school farms enhance students’ practical skills, academic achievement, and interest, while also supporting effective curriculum delivery. The study concluded that school farms are indispensable for meaningful agricultural education and recommended adequate funding, teacher training, provision of facilities, and consistent maintenance to ensure their sustainability.