C. U. IMARENGIAYE

The study investigated the influence of smart phones utilization on the student habits and
academic performance of students in tertiary institutions. The main purpose of the study
was to examine how smartphones affect students’ academic behaviour and engagement in
learning activities. Data were collected using a structured questionnaire administered to
two hundred (200) students from the University of Benin, selected through a stratified
random sampling technique. The study adopted a survey research design, and the
collected data were analyzed using mean, standard deviation, percentages, and inferential
statistics including Pearson correlation analysis, independent sample t-tests, and paired
sample correlation analysis. The findings revealed that smartphone utilization had both positive and negative effects
on students’ academic experiences. Students frequently used smartphones to support
learning through academic discussions, managing study schedules, accessing study
materials, and understanding difficult concepts, which positively influenced their study
habits. Smartphone use also enhanced students’ motivation by increasing engagement, interest, and commitment to academic tasks through interactive learning platforms. However, excessive use of smartphones for non-academic purposes, such as social media
and entertainment, could distract students and reduce the effectiveness of their study
habits and academic performance. Furthermore, the study showed that smartphones greatly improved students’ access to
educational resources, allowing them to obtain lecture materials, academic updates, and
research information conveniently. The results also revealed that the influence of
smartphones varied depending on students’ level of study, while gender and age did not
significantly affect academic outcomes or motivation. Based on these findings, the study
concluded that smartphones can serve as valuable learning tools when used responsibly. Recommendations were made for tertiary institutions, lecturers, and students to promote
balanced and academic-focused smartphone use, including integrating digital literacy
programs, setting usage guidelines, and encouraging educational applications to
maximize the benefits of smartphone technology in learning

This study investigated the availability, functionality and utilization of instructional materials in the teaching and learning of basic science in junior secondary schools in Egor local Government area of Edo state. Four research questions were raised to guide the study. Descriptive survey research design was adopted for the study. The sample for the study consists of 40 basic science teachers from 20 junior secondary schools in Egor local Government area of Edo state. A questionnaire titled “Availability, Functionality, and Utilization of Instructional materials in the Teaching and Learning of Basic Science in Junior Secondary Schools in Egor Local Government Area of Edo State” and a checklist were the instrument used for data collection. Data collected from the respondents were analyzed using percentage, mean and standard deviation. Findings from the study revealed that majority of the required and essential instructional materials for effective basic science teaching were not available in schools. Basic science teachers fairly utilize instructional materials during classroom instruction. Teachers’ lack of motivation, short periods allocated to basic science classes on the school time-table, large class size, lack of supervision of teachers by school administrators and lack of in-service training for teachers were identified as challenges faced by basic science teachers in the utilization of instruction for basic science teaching. Lastly, inadequate funding to acquire instructional materials, high cost of instructional materials, poor implementation of educational policies, mismanagement of funds meant to purchase instructional materials and insufficient improvisation of instructional materials are factors affecting the availability of instructional materials in schools. Based on these findings, the study recommended that Government should ensure adequate provision of funds for the procurement of instructional materials that are not available in secondary schools. Government should provide incentives to motivate and enable teachers purchase instructional materials. Teachers should improvise instructional materials for basic science teaching where the standard ones are not available. Principals and school administrators should ensure strict supervision of basic science teachers to ensure the utilization of instructional materials. Government should provide in-service training for teachers on the utilization of instructional materials.

This study investigated the effectiveness of flipped classroom models enhanced by Learning Management Systems (LMS) for teaching integrated science at the junior secondary school level in Egor Local Government Area, Edo State, Nigeria. Specifically, the study examined teachers’ perceptions of flipped classroom effectiveness, challenges encountered during implementation, the relationship between teacher characteristics and perceived effectiveness, the extent to which LMS features support implementation, and recommendations for optimizing adoption. A descriptive survey research design employing a mixed-methods approach was adopted. The study reveals that while flipped classroom models enhanced by LMS hold considerable promise for transforming science instruction at the junior secondary level in Nigeria, full realisation of their potential is contingent upon addressing infrastructural deficits, providing technical training for teachers, and developing context-sensitive implementation guidelines. It is recommended that educational stakeholders invest in reliable internet infrastructure, structured LMS training programmes, collaborative teacher planning time, and policy frameworks that promote scalable and equitable integration of technology-enhanced pedagogies in Nigerian secondary education

The study investigated the influence of artificial intelligence platforms on students’ attitude towards learning in tertiary institutions in Edo State. The main purpose of the study was to examine how AI platforms affect students’ cognitive, emotional, behavioural attitudes, and overall academic behaviour. Data were collected using a structured instrument titled Influence of Artificial Intelligence Platforms on Students’ Attitude Towards Learning Questionnaire (IAPSALQ). A sample size of two hundred (200) students was selected from the University of Benin using a stratified random sampling technique. The study adopted a survey research design, and data were gathered through the administration of questionnaires to the selected respondents. The collected data were analyzed using mean, standard deviation, and percentages for proper interpretation. The findings revealed that artificial intelligence platforms such as ChatGPT, Quillbot, Grok, Turnitin, Copilot, and Duolingo help students think more clearly, understand difficult concepts, generate creative academic ideas, and improve the overall quality and originality of their academic work. The use of these platforms was also found to enhance students’ understanding, memory of key information, and general learning effectiveness. Furthermore, the study revealed that artificial intelligence platforms positively influence students’ emotional and behavioural attitudes towards learning. Students reported increased confidence, motivation, and support, as well as reduced frustration when using AI tools for academic tasks