S.B ABUSOMWAN

The purpose of this study was to find out the perception of students on the career relevance of home economics in junior secondary schools of Oredo Local Government Area of Edo State. This work focused on JSS3 students of five secondary schools in Oredo Local Government Area. From each school twenty students were randomly selected making a total of 100 students which constituted the sample size. The major instrument for data collection was based on questionnaire. The questionnaire comprised of two sections, section A and B. Section A was designed to elicit information relating to demographic data, while section B was designed to elicit information relating to factors which tend to influence the perception of students on the career relevance of home economics. The questionnaire was personally administered to the respondents by the researcher Information gathered from the questionnaire was analyzed using mean.
From the analysis it was discovered that sex of a student, parents, social prestige and home economics teachers have an influence on the perception of students on the career relevance of people. On the basis of the findings made, the researcher strongly recommends that educational policies should mainly be value-oriented in practice and not just rhetorical. Government should fund vocational education in schools and provide both urban and rural schools with highly relevant and stimulating materials, so as to stimulate positive attitude among students towards home economics. The research suggests that other research studies be carried out to find out other factors that are likely to influence the perception of students towards the career relevance of home economics

This study assessed the assessment of Information Communication Technology (ICT) in teaching and learning of Electrical Electronic Technology in University of Benin, Edo State. Four research questions were raised to guide the study. The population for the study consists of all the 113 University of Benin students studying electrical and electronics technology in the University of Benin, Edo state in the year 2021, 2020/2021 session. The population included 84 males and 29 females. The total populations were
used for the study which comprises of 113 students studying electrical and electronics technology in University of Benin, Edo state, therefore no sampling technique was required. A survey research design was adopted for the study. The instrument for data collection was a self-designed questionnaire. The reliability of the instrument was determined using test-retest method and a reliability coefficients of 0.91 were obtained for the students questionnaires using Pearson Moment Correlation. Results showed that ICT tools/equipment such as computer/laptops, overhead projectors, interactive
whiteboards/smart-boards, internet facilities, audio/recording devices, auto cad, simulators/teaching software and digital video cameras/multimedia aids are unavailable in majority of the schools in the studied area. Furthermore, it was indicated that these ICT tools were inadequate even when available. More so, it was discovered that these ICT tools/equipment have low utilization. Challenges facing the utilization of ICT tools for teaching-learning were found out to include unavailability, workload inadequate time allotted, unconducive classroom environment, poor electricity supply and lack of up to- date software. The study recommended that government should endeavor to make ICT tools/equipment available in University of Benin as instruction delivery has gone beyond the traditional method, school authorities should consider alternate means of raising fund for the procurement of these tools and also, Electrical Electronic teachers should be
resourceful in relation to use and management of time allotted them for teaching using ICT tools.

The importance of Safety cannot be overemphasized. It has also been largely discovered that accidents that occur in the workshops have been linked with the disregard tor sleety skill and competencies to be possessed and practiced by concerned individuals. This study Was carried out to analyze and assess the Safety skills and competencies required of Industrial technical education students in Nigerian Universities using the University of Benin as a case study. The design adopted for the study was the descriptive survey research design. The target population of the study comprised all 100 to 400 level students in industrial technical education in the department of vocational and technical education in the University of Benin, 2019/2020 academic session, making up a total of one hundred and thirty-five (143) students. A Sample or fifty-seven (57) students representing forty percent (40 %) of the total population was drawn and used for the study. The structured questionnaire was used as instrument for data collection. Four research questions were X formulated for the study. In ensuring the validity of the research instrument, the instrument was submitted to the project supervisor who effected corrections tor further validation by two other experts before administering the questionnaire to the respondents. The corrections and suggestions were incorporated into the final draft of the instrument. The questionnaire was examined reliable using the internal consistency method, by employing Cronbach Alpha statistics. The reliability co-efficient (r) was obtained to be 0.72. Mean (X) and Standard Deviation (SD) were used to calculate and analyze the data from the questionnaire items to answer the research questions. The result of the study revealed that many safety skills are required by students in handling hand tools in the Industrial Workshop. These skills include ability to: select the right tools for the job, avoid using tools without handles, use insulated hand tools for electrical work; Give a tool to colleague through the handle etc. The result of the study also showed many safety skills that are required for operating machine tools in the Industrial Workshop. These include ability to: protect hands with gloves and wear safety shoes when operating portable tools and machines, wear approved eye protector when operating a power tool, test the power tool or machine for functionality before use, etc. The study revealed the personal protective equipment and material required by students in Industrial Technical Education which agree with Everett and Jenkins (2001) and ITF (2011) that such equipment include: Safety goggles; Fire extinguishers; Functional first aid box; Safety helmet; etc. Based on the findings of the study, some of the recommendations made include; Safety skills and competencies should be included in the curriculum of every technical course of study and at all educational levels, workshop/seminars should be regularly organized for Industrial Technical education teachers to acquaint them with the recent safety skills and competencies required by students for sate workshop practice and the National Board for Technical Education (NBTE) should incorporate safety skills and competencies in the curriculum as well as in the regulatory or quality assurance programme.