SECONDARY SCHOOL STUDENTS

This study investigated the knowledge and attitudes toward the prevention of HIV/AIDS among secondary school students in Ikpoba-Okha Local Government Area of Edo State. The research adopted a descriptive survey design, with a population consisting of 13,330 students across 21 secondary schools. A representative sample was drawn, and a structured questionnaire served as the primary instrument for data collection. Data obtained were analyzed using frequency counts and percentages to address the stated research questions. Findings revealed that students demonstrated a high level of knowledge regarding HIV/AIDS transmission and prevention. The majority exhibited positive attitudes toward preventive measures and engaged in responsible practices such as abstaining from risky behaviors and avoiding the sharing of sharp objects. Despite these
positive trends, certain misconceptions persisted, particularly concerning the belief that HIV/AIDS is curable with modern medicine. Additionally, a low rate of voluntary HIV testing was noted among respondents, indicating gaps in proactive health-seeking behavior. The study concluded that health education significantly influences students’ understanding, attitudes, and preventive practices towards HIV/AIDS. It recommended the continuous strengthening of HIV/AIDS education programs in schools, improved access to youth-friendly testing and counseling services, and enhanced involvement of parents and teachers in HIV awareness initiatives. Furthermore, the promotion of peer-led education and community-based awareness campaigns was suggested to sustain behavioral change and reduce the spread of HIV among adolescents.

This study investigated the Factors responsible for the negative attitude of secondary school students towards spoken English (phonetic), focusing on five key areas: articulatory, auditory and acoustic aspects, vocabulary development, creativity, revision skills, and attitudes towards spoken skills. The descriptive research design was used for this research work. Four research questions were drawn up to guide this study. Questionnaire was designed and analysed for data collection. A total of one hundred and thirty three (149) respondents were used for the study. The simple percentage was used for analysing data obtained from the study. The findings revealed that Factors responsible for the negative attitude of secondary school students towards spoken English (phonetic) are of various factors which include proficiency and teaching methodology of phonetics teachers. Additionally, it has been observed that students’ Proficiency in English language, especially phonetics, is a major concern among educational stakeholders. Based on the findings, the study recommends that English teachers should channel their strength of emphasis on those aspect of Spoken English that is not obtainable in our Spoken native tongue. By repetitive activities, the students will familiarize themselves with those difficult but necessary aspects of the spoken English; Language laboratories and functional libraries should be provide in schools to aid learnin

This study examined the perception of secondary school students on the causes of mathematics anxiety in Ovia North East Local Government Area, Edo State, Nigeria. The research was carried out to identify the major factors responsible for students’ fear and negative attitude towards mathematics, considering the importance of the subject in academic and career development. The study was guided by specific research questions aimed at understanding how personal experiences, environmental Factors and cognitive Factors contribute to mathematics anxiety among students. The work also highlighted the need to address mathematics anxiety due to its impact on students’ performance and overall learning outcomes. The study comprises of six research questions. The study is delimited to students in the secondary school system. The study adopted a descriptive survey reasearch design. The population consisted of 150 respondent from five(5) secondary school in the aforementioned local government area and a structured questionnaire was used as the instrument for data collection. A simple random sampling technique was employed to select the respondents, while the data collected were analyzed using frequency counts, mean scores, and standard deviation. The methodological
approach enabled the researcher to determine students’ perceptions based on their responses and to identify the most common causes of mathematics anxiety among them. The findings of the study revealed that personal, environmental and cognitive Factors
contributed to mathematics anxiety among secondary school students. It was concluded that meaningful interventions are needed to reduce anxiety and improve students’ learning experiences. The study recommended that schools provide supportive learning environments, teachers adopt student-friendly instructional strategies, students be encouraged to build confidence through consistent practice, and parents offer positive reinforcement rather than pressure. These measures will collectively help minimize mathematics anxiety and enhance students’ academic performance.