G.I Okojie

.This study examined the impact of teaching experience of chemistry teachers on the teaching and learning process of chemistry in secondary schools in Oredo Local Government Area (LGA) of Edo State, Nigeria. A descriptive survey research design was adopted for the study. The population comprised Senior Secondary School II (SS II) students and chemistry teachers in public secondary schools within the study area. A total sample of 61 students and 20 chemistry teachers was selected using simple random and proportionate sampling techniques. Data were collected using two structured questionnaires designed for teachers and students, respectively. The instruments were validated by experts, and reliability was established using the test retest method. Data collected were analyzed using descriptive statistics such as frequency counts and percentages. Findings revealed that teaching experience significantly enhances chemistry teachers’ instructional effectiveness, classroom management, and ability to explain complex concepts. The results also showed that experienced teachers are more proficient in selecting and using instructional materials, conducting practical lessons, and addressing students’ misconceptions. Furthermore, the availability and effective use of laboratory apparatus were found to positively influence students’ understanding and academic performance in chemistry. The study concluded that teaching experience plays a vital role in improving the quality of chemistry instruction and students’ academic achievement. It was therefore recommended that educational stakeholders prioritize teacher retention, continuous professional development, and adequate provision of laboratory facilities to enhance chemistry teaching and learning outcomes in secondary schools.

This study examined the perception of education students at the University of Benin regarding the usage of Artificial Intelligence (AI) tools in their academic activities. The study adopted a descriptive survey research design to gather data from 400 undergraduate students in the Faculty of Education during the 2024/2025 academic session. The instrument used for data collection was a structured questionnaire titled Perception of Education Students on the Usage of Artificial Intelligence Questionnaire (PESUAIQ), validated by experts and tested for reliability using Cronbach’s Alpha. Data were analyzed using descriptive statistics such as mean and standard deviation. The study found that students view AI positively and find it helpful for research, writing, presentations, and accessing information. However, they worry about overdependence, ethical issues, and reduced critical thinking. Poor internet, limited devices, and low digital literacy also affect effective use. Despite this, students remain optimistic about AI’s impact on learning. The study recommends improving digital infrastructure, teaching AI literacy, and creating clear guidelines to support responsible and effective AI use in education