PUBLIC

This study investigated the impact of school social workers on students' academic performance in public senior secondary schools within Egor Local Government Area, Edo State, Nigeria. The main objective were to With a sample size of 100 participants, including 70 students and 30 teachers selected through stratified random sampling, the research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to assess variables such as attendance rates, behavioral issues, and academic grades. The findings revealed a significant positive correlation between the presence of school social workers and improved academic outcomes. Specifically, 65% of students reported enhanced emotional support and reduced absenteeism due to interventions by social workers, leading to a 15% average increase in examination scores compared to schools without such services. Qualitative data highlighted that social workers effectively addressed socio-economic challenges, family issues, and mental health barriers, fostering a conducive learning environment. In conclusion, school social workers play a crucial role in enhancing students' academic performance by mitigating non-academic obstacles. The study recommends increased funding and integration of social work services in public schools to promote holistic student development. These insights underscore the need for policy reforms in Egor LGA to prioritize social worker roles for sustainable educational improvements.

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.