SENIOR SECONDARY SCHOOL

This study investigated the impact of the language of feminism on the teaching and
learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training ofteachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education.

This study investigated the impact of the language of feminism on the teaching and learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training of teachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education. i

The study was carried out to assess the influence of family background on the academic performance of senior secondary school students in Ovia North-East Local Government Area of Edo state to make this possible four research purpose was carried to answer the main objective of the study. Descriptive survey research design was adopted to accomplish the objectives of the study. The population of the study consists of one hundred and seventy-four (174) public senior secondary schools in Ovia North-East Local Government Area and the sample size of two hundred and fifty (250) pupils was used for the study. The instrument for data collection was the questionnaire. The reliability coefficient was 0.78 was obtained using Correlation Coefficient Index. The data collected were analyzed statistically using the statistical package of social sciences (SPSS) software. The study revealed that senior secondary school students in Ovia North- East Local Government Area of Edo State are not from a well to do family background and the study revealed that the influence of family background on the academic performance of senior secondary school students in Ovia North- East Local Government Area of Edo State is high. Finally the study recommend that In view of in adequate instructional materials in schools in Ovia North- East Local Government Area, it is recommended that adequate instructional materials should be made available in schools so as to facilitate the teaching and learning process