I.K. OTEZE

This study examined the comparative academic performance of Computer Science and related students in e-learning versus physical classroom settings at the University of Benin. The background of the study highlights the global shift from traditional face-to-face interaction to digital platforms, a transition significantly accelerated by the COVID-19 pandemic, which exposed the need to evaluate the effectiveness of both learning modes. The primary objective was to determine which environment best supports educational results by analyzing student experiences with both methods. The study was guided by five research questions designed to investigate performance levels, influencing factors, and specific challenges associated with traditional and e-learning classrooms.
The methodology adopted for this study was a descriptive survey research design, which allowed for the systematic investigation of student perspectives. The population and sample consisted of 100 respondents drawn from Computer Science, Computer Education, Computer Engineering, and related ICT centers who have experienced both e-learning and physical classroom stems.
Data collection was carried out using a structured instrument titled & quot; Comparative Analysis of Students’ Performance in E-Learning and Physical Classes Questionnaire (CASPEPCQ),& quot; which was validated by experts and tested for reliability using the Cronbach Alpha method. The data obtained were analyzed using mean and standard deviation, with a benchmark mean of 2.50 used to determine the level of agreement. The findings revealed that while students appreciated e-learning for the ability to learn at their own pace (Mean = 3.54), they generally agreed that physical classes provided better hands-on learning opportunities (Mean = 3.30) and ultimately resulted in better academic performance (Mean = 2.96). Significant challenges identified included the lack of electricity and poor internet for e-learning, and overcrowded classrooms for physical sessions. The study concluded that while e-learning is superior for theoretical review, it cannot yet replace physical classes for practical courses due to infrastructural deficits. Consequently, it is recommended that the university adopt a blended learning model to leverage the strengths of both systems, while urgently upgrading power supply and internet access.

This study investigates gender disparities in mathematics achievement among secondary school students in Egor Local Government Area, Edo State, Nigeria. Using a descriptive survey design, data was collected from 154 students (103 males, 51
females) selected through multi-stage sampling from public secondary schools. The research examined four key factors: differences in mathematics achievement between genders, the influence of cultural beliefs and societal expectations, the impact of
teacher attitudes and classroom practices, and the effect of parental support. Findings revealed that while respondents perceived differences in mathematics achievement between male and female students, these disparities were primarily attributed to sociocultural factors rather than cognitive abilities. Male students received higher expectations from teachers, greater encouragement from parents, and benefited from cultural norms favoring their participation in mathematics. Independent samples t-tests showed no statistically significant differences between male and female students' perceptions regarding mathematics performance (p=0.439) and motivation (p=0.373). The study concludes that gender disparities in mathematics achievement stem largely from societal expectations, teacher attitudes, and parental support rather than inherent ability differences. Recommendations include implementing gender-inclusive teaching strategies, teacher training on bias elimination, parental education on equal encouragement, and targeted support programs for female students in STEM fields.