L.Eraikhuemen

This study examined the factors affecting the effective teaching of physics practicals in senior secondary schools in Ikpoba-Okha Local Government Area of Edo State. The study specifically examined infrastructural challenges influencing physics practical teaching, the availability and adequacy of physics laboratory equipment, and the qualification and teaching experience of physics teachers conducting practical lessons. A descriptive survey research design was adopted for the study. The population consisted of physics teachers in senior secondary schools within the study area, from which a sample of 50 teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Teachers’ Questionnaire on the Effective Teaching of Physics Practicals. The instrument was validated by experts and the collected data were analyzed using mean, standard deviation, frequency, and percentage. A criterion mean of 2.50 was used for decision making. Findings revealed that inadequate laboratory space, poor electricity supply, insufficient sitting arrangements, lack of functional laboratories, and limited time allocation significantly affect the teaching of physics practicals. The results also showed that although some laboratory equipment are available, many are inadequate or not properly maintained, thereby limiting effective practical instruction. Furthermore, the majority of physics teachers were found to be academically qualified and experienced, with most having five years and above teaching experience, which positively influences practical teaching effectiveness. Based on the findings, the study concluded that infrastructural deficiencies and inadequate laboratory equipment remain major barriers to effective physics practical teaching despite the presence of qualified teachers. It was therefore recommended that government and school authorities should provide adequate laboratory facilities, ensure sufficient and functional physics equipment, improve electricity supply, and support continuous professional development for

The study was aimed at investigating the attitude of secondary school students towards the study of Mathematics in Ovia North East Local Government Area of Edo State. The study comprises of five research question and four hypotheses which were drawn from the research questions. The study is delimited to secondary schools student. Ninety - four students were randomly selected from five public senior secondary schools; a random sampling method was used by questionnaire as the research instrument. The validity of the research instrument was done by the supervisor and two other experts in the Faculty of Education, University of Benin. The split half correlation of 0.669 was step up to full length using Spearman Brown formula which yields a reliability coefficient of 0.82 that indicates a high level of internal consistency in the instrument. The collected data was analyzed using descriptive statistics, including frequency distribution and percentages, as well as estimate for mean value. The hypotheses were thoroughly examined using Pearson r formula. The findings revealed that students show positive attitude towards the study of Mathematics. Also, Mathematics teachers teaching methods in public senior secondary schools can encourage or discourage students to develop positive or negative attitudes to the learning of the subject. The findings also revealed that parents background do not affect how students respond to Mathematics as a subject. lt is recommended that Mathematics teachers should engage in interactions within the classroom, encourage and monitor group study. And parent should encourage the students' with their choice of career to enable them, focus on their studies.