SCIENCE EDUCATION

This study examined students’ perceptions of the use of multimedia and metacognitive learning strategies for enhancing Integrated Science education at the University of Benin, Edo State, with emphasis on students’ awareness, perceptions, and learning experiences. A descriptive survey research design was adopted for the study. The population comprised undergraduate students of Integrated Science Education at the University of Benin, from which a suitable sample was selected using an appropriate sampling technique. Data were collected using a validated and reliable structured questionnaire and analyzed using descriptive statistics such as mean and standard deviation Findings revealed that students generally had positive perceptions of multimedia and metacognitive learning strategies, as they enhanced understanding, engagement, critical thinking, and retention of scientific concepts. However, challenges such as inadequate instructional facilities, limited access to multimedia resources, insufficient lecturer expertise, and time constraints were identified. The study concluded that these strategies can significantly enhance Integrated Science education when effectively implemented

This study aimed to investigate the perceptions of lecturers towards the academic writing skills of undergraduate students. The sample size consisted of 50 lecturers from Education, Physical Science and Life Sciences in the University of Benin. The study utilized a questionnaire as a research instrument to gather data from the participants. The results revealed that the majority of the lecturers perceived undergraduate students' academic writing skills to be poor, with deficiencies in critical thinking, research, and organization. However, the study also showed that lecturers recognized the importance of academic writing skills and believed that they play a significant role in students' academic success. The study suggests that there is a need for increased emphasis on academic writing skills in undergraduate curricula and the provision of additional resources and support for students to improve their writing skills. The findings of this study have implications for teaching and learning practices in higher education, highlighting the importance of developing effective strategies to enhance
undergraduate students' academic writing skills.