STUDENTS’ PERFORMANCE

This study was conducted to examine the factors affecting student performance in the study of history in higher institution a case study of the University of Benin. This study made use of the descriptive survey research design. The population of the study consisted One hundred (1,182) students which is also the sample respondents for the study. The instrument for data collection for this study was a self-constructed close-ended questionnaire the researcher's supervisors were part of the validation team. Data obtained from the study were analyzed using mean score analysis. It was found in this study that Students level of performance varies as a result of factors like strong analytical skills, teaching methods, complexity of historical analysis and ease of access to educational resources. Family, time management skills, student’s prior knowledge of history, quality of teaching, and personal motivation/interest in history are the factors responsible for the student performance in History in the university of Benin Students’ field trips, level of participation, use of modern technology, incorporation of global perspectives to history courses and the use of multimedia resources are innovative approaches that can be used to teach History in the university of Benin The student have access to the lecturers for academic and personal advice which fosters an open and supportive learning environment On the basis of the findings, it was concluded Students' performance in History at the University of Benin is influenced by various factors, including analytical skills, teaching methods, access to resources, and prior knowledge. Family background, time management, and personal motivation also play crucial roles. Innovative teaching methods such as field trips, modern technology, and multimedia resources enhance learning, while an open and supportive academic environment fosters better student engagement.

This study investigated the influence of inquiry-based learning on students’ academic performance in Biology in selected secondary schools in Egor Local Government Area of Edo State. The study adopted a descriptive survey research design, using a structured questionnaire as the main instrument for data collection. A total of 100 SS2 students were randomly selected from five secondary schools within the study area. The data collected were analyzed using mean scores, standard deviation, frequency, and percentage to answer the research questions that guided the study. The findings revealed that students taught through inquiry-oriented strategies demonstrated better understanding, participation, and retention of Biology concepts compared to those taught through conventional methods. The study also found that inquiry-based learning increased students’ motivation, curiosity, and willingness to collaborate with peers. However, challenges such as inadequate laboratory facilities, large class sizes, and limited time hindered full implementation of inquiry-based teaching. Based on these findings, the study concluded that inquiry-based learning significantly enhances students’ academic performance and engagement in Biology. It therefore recommended that teachers be adequately trained on the use of inquiry methods, laboratories be well-equipped, and policies be put in place to support practical, student-centered approaches in the teaching of science subjects.