Dr. E.O. Eromosele

This study evaluates the relationship between parental education level and students' academic performance in Biology among secondary school students. It adopted an Ex-Post Facto research design to assess whether students with more educated
parents (secondary/tertiary education) perform better in Biology compared to those whose parents have only primary or no formal education. A sample of 100 students was randomly selected from Iyoba College, Egor Local Government Area, Edo State. The instrument for data collection was the student data collection form. It was developed by the researcher and validated by the
researcher's supervisor as well as two other lectures from the department of CIT. The instruments were administered directly by the researcher. The student’s biology score was obtained from the school’s diary with the permission of the school principal. Their academic performance in Biology was analyzed using descriptive statistics, including mean, standard deviation, and frequency counts.

This study examines the adequacy of biology laboratories in selected secondary schools in Ovia North East Local Government Area of Edo State. Using a structured checklist, the study assessed the availability and functionality of essential laboratory facilities in five schools: NIFOR Secondary School, Army Day Secondary School, Ekosodin Secondary School, Ezoma College, and Ebomisi Secondary School. The checklist covered key parameters, including laboratory infrastructure, availability of standard equipment, reagents, safety measures, and the presence of trained laboratory personnel.
Findings indicate that while some schools possess basic laboratory structures, most lack essential equipment, consumables, and proper maintenance. Inadequate funding, poor supervision, and insufficient training for laboratory staff were identified as major challenges. The study highlights that these deficiencies negatively impact students' practical knowledge, problem-solving skills, and overall performance in biology.
The implications of these findings suggest the urgent need for increased government and stakeholder intervention to enhance laboratory conditions. Providing modern equipment, ensuring regular supply of reagents, employing skilled personnel, and implementing routine maintenance would significantly improve practical science education. Addressing these gaps is crucial in fostering students’ interest and competence in biology, ultimately contributing to the advancement of science education in the region.