B. Ogbemudiare

The availability and use of instructional materials are essential for improving the teaching and learning of Biology in secondary schools. This study investigated the availability and use of instructional materials in teaching Biology in public secondary schools in Oredo Local Government Area of Edo State. The research examined the extent to which instructional materials are available, the types of instructional materials that are available, the challenges affecting their effective use and how it affects students' academic performance. A descriptive survey design was adopted, and data were collected from forty (40) Biology teachers using a structured questionnaire. The data obtained were analyzed using frequency counts and percentages. The results revealed that although some instructional materials such as charts, models, and specimens were available, many vital materials including laboratory equipment and audiovisual aids were inadequate. Findings also showed that teachers use available instructional materials moderately due to factors such as lack of funds, poor maintenance, lack of trained teachers and overcrowded classrooms. The study concludes that instructional materials greatly enhance effective teaching and learning of Biology, but their inadequate availability and inconsistent use limit students’ understanding of biological concepts. It recommends that the government and school administrators should provide adequate instructional materials, train teachers on their effective use, and ensure regular supervision to promote improved Biology teaching and learning outcomes

The study investigated the impacts of school environment on students’ academic performance in public schools in Ovia North-East Local Government Area of Edo State. The purpose was to examine how the physical condition of classrooms, the availability of learning resources, social relationships, and school infrastructure influence students’ academic performance. Four research questions guided the study. The descriptive survey research design was adopted, with a population of 20,000 Basic Science students across fifteen public secondary schools. Using proportionate stratified random sampling, a total of 100 students were selected from three schools Ekosodin Secondary School, Iguadolor Secondary School, and Utese Secondary School. A researcher-developed questionnaire titled Impact of School Environment on Students’ Academic Performance in Public Schools Questionnaire (ISESAPPSQ) was used for data collection. The instrument was validated by experts in the Department of Curriculum and Instructional Technology, and its reliability was established through the Cronbach Alpha method, which yielded a coefficient value of 0.78, indicating a high level of reliability. Data collected were analyzed using descriptive statistics such as
mean and standard deviation through the Statistical Package for Social Sciences (SPSS). The findings of the study revealed that the physical condition of classrooms significantly affects students’ learning outcomes. Well-structured classrooms with proper lighting, ventilation, cleanliness, and comfortable seating were found to enhance concentration and academic achievement. The study also found that the availability of adequate learning resources such as libraries, internet access, and updated textbooks strengthens students’ ability to complete assignments and prepare for examinations. Furthermore, positive social relationships among students promote peer support, motivation, and teamwork, which contribute to improved academic outcomes. Lastly, well-maintained school infrastructure, including laboratories, libraries, and digital tools, was shown to enhance students’ engagement, participation, and overall academic performance. The study concluded that the school environment plays a vital role in shaping the academic performance of students in public schools. A conducive school environment that combines physical comfort, adequate learning materials, positive social interactions, and quality infrastructure creates favorable conditions for effective learning and academic success. Based on these findings, it was recommended that schools should improve the quality of classrooms, provide sufficient learning resources, encourage cooperative learning among students, and invest in modern educational infrastructure to promote better learning outcomes and sustained academic excellence in public secondary schools.

This study examined the influence of teachers’ variables on students’ academic performance in Biology in public senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ qualifications, teaching experience, instructional methodologies, and attitudes affect students’ achievement in Biology.
A descriptive survey design was adopted, and data were collected using a structured questionnaire administered to a sample of 30 Biology teachers across 12 public senior secondary schools. The data were analyzed using frequency counts and simple percentages. The study concludes that teacher-related variables are critical predictors of Biology achievement and recommends improved teacher training, motivation, instructional resources, and professional development to enhance the quality of Biology education in the study area.