LEARNING

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

This study was carried out to scrutinize sex and Attitude of secondary school students in learning chemistry in Egor Local Government Area of Edo State. In achieving this aim, four research questions were raised to serve as a guide for this study. The research design used in this study is descriptive survey design utilizing questionnaire as
method of data collection. A total of 100 respondents were selected to represent the entire population of the study. The data collated were presented on a frequency distribution table and analyzed using simple percentage. This study will be of great importance to the society, Examination Bodies, especially Chemistry teachers because of its scientific nature, economic and technological application and values it has especially on the students on how they reason and how their creative skills can be improved through an effective and efficient method of learning. Finally, the experience gained from this study will provide future researchers with empirical evidence of the mode that enables students to learn better and hence form the basis for further research.

This study investigated the availability, functionality and utilization of instructional materials in the teaching and learning of basic science in junior secondary schools in Egor local Government area of Edo state. Four research questions were raised to guide the study. Descriptive survey research design was adopted for the study. The sample for the study consists of 40 basic science teachers from 20 junior secondary schools in Egor local Government area of Edo state. A questionnaire titled “Availability, Functionality, and Utilization of Instructional materials in the Teaching and Learning of Basic Science in Junior Secondary Schools in Egor Local Government Area of Edo State” and a checklist were the instrument used for data collection. Data collected from the respondents were analyzed using percentage, mean and standard deviation. Findings from the study revealed that majority of the required and essential instructional materials for effective basic science teaching were not available in schools. Basic science teachers fairly utilize instructional materials during classroom instruction. Teachers’ lack of motivation, short periods allocated to basic science classes on the school time-table, large class size, lack of supervision of teachers by school administrators and lack of in-service training for teachers were identified as challenges faced by basic science teachers in the utilization of instruction for basic science teaching. Lastly, inadequate funding to acquire instructional materials, high cost of instructional materials, poor implementation of educational policies, mismanagement of funds meant to purchase instructional materials and insufficient improvisation of instructional materials are factors affecting the availability of instructional materials in schools. Based on these findings, the study recommended that Government should ensure adequate provision of funds for the procurement of instructional materials that are not available in secondary schools. Government should provide incentives to motivate and enable teachers purchase instructional materials. Teachers should improvise instructional materials for basic science teaching where the standard ones are not available. Principals and school administrators should ensure strict supervision of basic science teachers to ensure the utilization of instructional materials. Government should provide in-service training for teachers on the utilization of instructional materials.

This research work was carried out to ascertain the effect of using instructional materials on
the teaching and learning of economics in public secondary schools in Egor local government
area of Edo State. It specifically examined various factors such as the extent in which
economics teachers get involved in the invention of instructional materials in the teaching
and learning of economics, the factors that determine the choice of instructional materials in
the teaching and learning of economics. The researcher employed descriptive survey and
sampled seven (7) schools from Egor local government area. Eighteen (18) respondents
(economics teachers) constitute the sample size in which 100% of the questionnaire was
retrieved. Three research questions were raised and they were answered with simple percentage. It was
found that the use of instructional materials affect students' performance in economics, teachers attend conferences to improvise instructional materials, students learn faster when instructional materials are used. Based on the findings, the following recommendations were made:
The remote problems and factors that affect the proper use of instructional materials should be brought to book and addressed and learners should be exposed to the use of instructional materials from the cradle for effective disposition and meaningful acquaintance.