R.O UZAMERE

This study investigated the impact of hands-on activities on students’ engagement in Biology lessons in Ovia North-East Local Government Area of Edo State, Nigeria. The main purpose was to determine whether practical, activity-based instructional methods improve students’ interest, participation, and attendance in Biology classes compared to traditional teaching methods. A survey research design was adopted, and data were collected from 100 senior secondary school students across four schools using a structured questionnaire based on three research questions. The questionnaire was validated by the supervisor and two other lecturers from the department of Curriculum and Instructional Technology and its reliability was established using Cronbach’s alpha coefficient. Data were analyzed using frequency counts and percentages. The findings revealed that hands-on activities significantly enhanced students ’ engagement in Biology lessons. Specifically, students exposed to hands-on methods demonstrated higher levels of interest, improved participation, and better attendance rates than those taught with traditional approaches. The results suggest that activity-based learning fosters deeper understanding and sustains learners’ motivation in Biology. Based on these findings, the study recommends that Biology teachers adopt hands-on strategies such as experiments, models, fieldwork, and group projects to stimulate student engagement. It further suggests that schools and education stakeholders provide adequate instructional materials and support for practical learning.

This study assessed the Roles Biology Practical Play on the academic performance of students offering Biology. The study was carried out in Ikpoba-Okha local government area of Edo state. Three research questions guided the study. The design of the study was survey research design. A sample of two hundred and ten (210) students drawn from three (3) public secondary schools located in Ikpoba-Okha Local Government Area of Edo State was used for the study. The instrument used was a questionnaire developed by the researcher. The questionnaire was validated by the researcher’s supervisor and two other lecturers. The data generated was interpreted using simple percentage statistical analysis. The study concludes amongst others that, all the sampled school respondents were in one accord in supporting the fact that, they do not have microscopes in the laboratory in their school. The study also concludes that there, is no electricity, Laboratory materials and up – to – date Laboratory apparatus. The study further concludes that; public secondary schools in Ikpoba Okha Local Government Area lacks adequate laboratory facility

This study assessed the Roles Biology Practical Play on the academic performance of students offering Biology. The study was carried out in Ikpoba-Okha local government area of Edo state. Three research questions guided the study. The design of the study was survey research design. A sample of two hundred and ten (210) students drawn from three (3) public secondary schools located in Ikpoba-Okha Local Government Area of Edo State was used for the study. The instrument used was a questionnaire developed by the researcher. The questionnaire was validated by the researcher’s supervisor and two other lecturers. The data generated was interpreted using simple percentage statistical analysis. The study concludes amongst others that, all the sampled school respondents were in one accord in supporting the fact that, they do not have microscopes in the laboratory in their school. The study also concludes that there, is no electricity, Laboratory materials and up – to – date Laboratory apparatus. The study further concludes that; public secondary schools in Ikpoba Okha Local Government Arealacks adequate laboratory facility