TEACHING

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.

This study investigated the barriers affecting the effective teaching and learning of Health Education. The purpose was to identify the major institutional, teacher-related, student-related, and environmental factors that hinder the successful delivery of Health Education as a subject. A descriptive survey research design was employed to gather data from teachers and students across selected public secondary schools. A structured questionnaire was used as the primary instrument for data collection, and data were analyzed using simple percentages and frequency counts. The findings revealed that several challenges significantly impede effective teaching and learning of Health Education in the study area. These include inadequate instructional materials, shortage of qualified teachers, insufficient time allocation, poor students’ interest, overcrowded classrooms, and limited support from school management. The study also found that socio-cultural beliefs and poor funding contribute to the difficulties faced in teaching the subject. Based on these findings, the study recommends increased government funding, provision of adequate instructional resources, employment of more qualified teachers, regular teacher training, and improved learning environments to enhance the quality of Health Education in secondary schools. The study concludes that addressing these barriers is essential for promoting health literacy and improving students’ knowledge, attitudes, and behaviours toward health and wellbeing

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.

The study investigated the factors militating against effective teaching of Christian Religious Studies in public Senior Secondary Schools in Ovia North East Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and examined. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of data was done using frequency count, mean and standard deviation. The sample size for the study was made up of 150 respondents. The findings from the study include that there is a high level of effective teaching of Christian Religious Studies in public senior secondary schools in Ovia North East Local Government Area of Edo State. It was concluded that lack of teacher’s motivation, unconducive learning environment and poor teaching methods all constituted the factors militating against effective teaching of Christian Religious Studies in public Senior Secondary Schools in Ovia North East Local Government Area of Edo State. It was therefore recommended among others that the government should put in more efforts to ensure adequate provision of resources, including textbooks, teaching materials, and classrooms to enhance the effective teaching of Christian Religious Studies