TEACHING

This study examined the factors affecting the effective teaching of physics practicals in senior secondary schools in Ikpoba-Okha Local Government Area of Edo State. The study specifically examined infrastructural challenges influencing physics practical teaching, the availability and adequacy of physics laboratory equipment, and the qualification and teaching experience of physics teachers conducting practical lessons. A descriptive survey research design was adopted for the study. The population consisted of physics teachers in senior secondary schools within the study area, from which a sample of 50 teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Teachers’ Questionnaire on the Effective Teaching of Physics Practicals. The instrument was validated by experts and the collected data were analyzed using mean, standard deviation, frequency, and percentage. A criterion mean of 2.50 was used for decision making. Findings revealed that inadequate laboratory space, poor electricity supply, insufficient sitting arrangements, lack of functional laboratories, and limited time allocation significantly affect the teaching of physics practicals. The results also showed that although some laboratory equipment are available, many are inadequate or not properly maintained, thereby limiting effective practical instruction. Furthermore, the majority of physics teachers were found to be academically qualified and experienced, with most having five years and above teaching experience, which positively influences practical teaching effectiveness. Based on the findings, the study concluded that infrastructural deficiencies and inadequate laboratory equipment remain major barriers to effective physics practical teaching despite the presence of qualified teachers. It was therefore recommended that government and school authorities should provide adequate laboratory facilities, ensure sufficient and functional physics equipment, improve electricity supply, and support continuous professional development for

This study was designed to investigate oral literature as a medium of teaching moral values to selected schools in Egor Local Government Area, Edo state. Five (5) research questions were raised to guide the study. The descriptive survey research design was adopted for this study. The population of the study comprised of 20 public schools in Egor Local Government Area of Edo state, with the total number of 14,812 students. The simple random technique was use to select the sample of the study. The research instrument used for the study was a questionnaire. The questionnaires comprised two sections: the first contained the demographic information of the respondents. It was letter A-C(for both students and teachers), while the second section has twenty (20) items for students and twenty -five (25) for teachers that contained questions on oral literature as a medium of teaching moral values to selected schools. Data collected were analyzed using responses and percentage. The finding reveals that many teachers do not have the sufficient knowledge and competence to teach Oral Literature. There are no functioning language laboratories and other instructional resources for the effective teaching of Oral Literature in Oredo Local Government Area of Edo State. Also the habitual use of the mother tongue by students at home and in school inhibits the learning of oral language. It was recommended that adequate knowledge and competence in Oral Literature are necessary for all teachers of Oral Literature in school's and standard language laboratories and libraries should be built and equipped for the effective teaching of Oral Literature.

The study investigated the influence of Audio-visual materials in the teaching and learning of physiology among Special Education students in the University of Benin. The sample of the study comprised eighty (80) Special Education students in Faculty of Education, University of Benin. The study adopted descriptive survey and the instrument for data collection was titled “Use of Audio-visual material questionnaires. Three research questions were raised and analyzed with descriptive statistics of mean and standard deviation. The findings of the study revealed that not all the audiovisual materials are available in the teaching and learning among Special Education students in the University of Benin, it therefore recommended among others, collaborating with the government to provide adequate audio-visual materials for the Special Education students.

This study investigated the impact of Instructional Materials in the teaching and
learning of adult education in the University of Benin. The purpose of the study
was to find out the effectiveness of Instructional Materials in the teaching of Adult Education in University of Benin Edo State. Five research questions were raised. The research instrument was questionnaire. The population of study covered all adult education students in the University of Benin. Simple random sampling technique was used to select One hundred and five (105) students. The findings showed that Instructional Materials were very vital and important in improving the effectiveness of the teaching learning process in Adult Education Programme in the University of Benin. Hence, it was recommended that the use of teaching aid should be made available and compulsory for Adult education students in the University of Benin.

This study was carried out to know the extent of influence of ICT in the teaching and learning of Oral English in secondary schools in Oredo Local, Government Edo State. The research was carried out as a survey using relevant literature from journals, magazines, books and the internet, three research questions were raised and analyzed for the purpose of the study. A random sampling technique was used in the selection of 50 secondary school students in secondary schools. The data were collected with questionnaire instrument and analyzed using simple percentage. The results revealed that:. Influence of ICT in the teaching and learning of Oral English in secondary schools are: The inadequate use of instructional materials, lack of funds, lack of good ICT devices,, teachers lack the technical knowhow on how to use some ICT device in the teaching and learning of Oral English, lack of Electricity ,over population of the classrooms. Based on the results, it was recommended that there should be proper and
regular provision of instructional Materials, funds by the government, teachers that can use ICT devices effectively and efficiently should be employed, constant electricity and equal ratio of teachers to students and well equipped oral laboratory.

The study aimed to assess the problems of teaching history in Nigeria secondary school using secondary schools in Oredo Local Government Area, Edo State, as a case study. Four (4) research questions guided this study. The population of this study comprised of a sample of one hundred and forty-four (144) respondents which was selected through simple random sampling technique. The study adopted survey research design for the study and the major instruments used for data collection was questionnaire. The findings of the study revealed that the shortage of qualified history teachers in Nigerian secondary schools highly impact the quality of history education, that inadequate instructional materials and resources to a high extent hinders the effective teaching and learning of history in Nigerian secondary schools, the results of the analysis conducted revealed that the current history curriculum in Nigerian secondary schools fails to represent Nigeria's rich historical and cultural diversity, and highly affects student interest and engagement and also revealed that the marginalization of history as a subject within the Nigerian secondary school curriculum has highly contributed to the decline in its popularity among students and educators

The study was carried out to investigate the problems of teaching Biology practical in some selected secondary schools in Egor LGA, Edo. Four schools were randomly selected, as sample, out the secondary schools in Egor 120 students and 12 teachers were randomly selected from each of the sampled schools. The research material used was questionnaire to collect data from the respondents. The data obtained were analysed using t-test and percentage count. The findings showed that students problems in Biology practical is as a result of lack of poor laboratory equipments, poor attitudes of teachers toward practical. From the findings it was discovered that there is unavailability of Biology practical tools in most senior secondary schools in Egor local government area of Edo State because of Government poor funding and unavailability of qualified Biology teachers affecting students and teachers effectiveness in the teaching and learning of Biology and its practical. It was recommended that more Biology practical apparatus should be supplied by the government, so as to enhance practical knowledge of students. Teachers should encourage students to develop interest in practical activities by engaging them in practical and providing instructional materials that will challenge them to be actively involved during practical lessons, ministry of education and professional organisations like Science Teachers Association of Nigeria (STAN) should organize workshops, seminars, and conferences for Biology teachers, Biology concepts should be taught with practical activity so that the students will be science oriented.

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 research work was carried out to ascertain the effect of using instructional materials on
the teaching and learning of economics in public secondary schools in Egor local government
area of Edo State. It specifically examined various factors such as the extent in which
economics teachers get involved in the invention of instructional materials in the teaching
and learning of economics, the factors that determine the choice of instructional materials in
the teaching and learning of economics. The researcher employed descriptive survey and
sampled seven (7) schools from Egor local government area. Eighteen (18) respondents
(economics teachers) constitute the sample size in which 100% of the questionnaire was
retrieved. Three research questions were raised and they were answered with simple percentage. It was
found that the use of instructional materials affect students' performance in economics, teachers attend conferences to improvise instructional materials, students learn faster when instructional materials are used. Based on the findings, the following recommendations were made:
The remote problems and factors that affect the proper use of instructional materials should be brought to book and addressed and learners should be exposed to the use of instructional materials from the cradle for effective disposition and meaningful acquaintance.

This study investigates the attitudes of business education teachers towards teaching at the University of Benin, Benin City, Nigeria, focusing on their impact on teaching practices and student outcomes. Utilizing a descriptive survey research design, the study sampled 15 academic staff from the Department of Business Education, Faculty of Vocational and Technical Education, using a census approach. Data were collected through a structured questionnaire titled "Attitudes of Business Education Teachers Towards Teaching at the University of Benin, Benin City Questionnaire (ABETTTUBBCQ)," validated by experts and tested for reliability with a Cronbach alpha coefficient of 0.73. The findings reveal that business education teachers exhibit predominantly positive attitudes, characterized by professional fulfillment, innovative teaching methods, and a commitment to collaboration and professional development. Key factors influencing these attitudes include the availability of teaching resources, university administrative support, student engagement, career advancement opportunities, and workload demands. Positive teacher attitudes were found to enhance lesson delivery, student motivation, and academic performance, while negative attitudes, though less prevalent, reduced teaching effectiveness. Recommended strategies to improve attitudes include regular professional development workshops, increased access to modern teaching resources, recognition of teaching excellence, fostering collaborative work environments, and reducing administrative burdens. These findings contribute to understanding teacher attitudes in higher education and offer actionable insights for enhancing business education programs at the University of Benin.