A.H. Oyakhirome

This study was designed to assess the methods of teaching integrated science courses to integrated science students in Nigerian Institutions. Three research questions was raised. The study was delimited to integrated science students in Nigerian institutions. The survey research design was used in conducting the study. The population of the study consisted of integrated science students across the four levels of Integrated Science Education course area in the department of CIT, University of Benin of which a sample size of 50studentswere used for the study. The main instrument for the study was a self-structured questionnaire. The validity of the instrument was established by giving it to the supervisor of the research work and two other experts in the field of this research study. The reliability of the instrument was established using the test-retest method of estimating reliability. After computation, the reliability yielded a Coefficient of0.783. The questionnaire was distributed directly to the respondents by the researcher. After the collection and collation of the instrument, the data obtained were subjected to analysis using frequency counts and percentages. Results from the study showed among other things that, there is an average use of adequate methods of teaching integrated science education by the lecturers teaching integrated science courses and also there is an average use of the adequate and necessary instructional/teaching aids to guide teaching and learning. Consequent upon the findings of this study, it was recommended that; state government through the state ministry of education should improve the knowledge of teachers on the methods of teaching that can enhance teaching and learning, government should ensure that they make provision for adequate learning facilities and environment in order for teachers to be able to adopt these methods effectively, the deans in the faculties where integrated science courses are being taught and the Head of Departments of Integrated science should ensure they monitor the teaching and learning in order to monitor the adoption and use of effective teaching methods, students should be enlightened properly on the techniques of the various teaching methods and how to adjust properly

This study was designed to assess the methods of teaching integrated science courses to integrated science students in Nigerian Institutions. Three research questions was raised. The study was delimited to integrated science students in Nigerian institutions. The survey research design was used in conducting the study. The population of the study consisted of integrated science students across the four levels of Integrated Science Education course area in the department of CIT, University of Benin of which a sample size of 50 students were used for the study. The main instrument for the study was a self-structured questionnaire. The validity of the instrument was established by giving it to the supervisor of the research work and two other experts in the field of this research study. The reliability of the instrument was established using the test-retest method of estimating reliability. After computation, the reliability yielded a Coefficient of 0.783. The questionnaire was distributed directly to the respondents by the researcher. After the collection and collation of the instrument, the data obtained were subjected to analysis using frequency counts and percentages. Results from the study showed among other things that, there is an average use of adequate methods of teaching integrated science education by the lecturers teaching integrated science courses and also there is an average use of the adequate and necessary instructional/teaching aids to guide teaching and learning. Consequent upon the findings of this study, it was recommended that; state government through the state ministry of education should improve the knowledge of teachers on the methods of teaching that can enhance teaching and learning, government should ensure that they make provision for adequate learning facilities and environment in order for teachers to be able to adopt these methods effectively, the deans in the faculties where integrated science courses are being taught and the Head of Departments of Integrated science should ensure they monitor the teaching and learning in order to monitor the adoption and use of effective teaching methods, students should be enlightened properly on the techniques of the various teaching methods and how to adjust properly

This study investigated the effect of the Jigsaw Cooperative Learning Strategy (JCLS) on secondary school students' achievement and retention in Ecological Succession in Biology. The study adopted the quasi- experimental pretest-posttest, non-ramdomized non-equivalent control group design. The study was guided by five research questions and five corresponding null hypotheses, which were tested at a 0.05 level of significance. The population for the study consisted of all senior secondary school students in public schools in Egor Local Government Area of Edo State, Nigeria. The instruments used for data collection were the Biology Achievement Test on Ecological Succession (BATES) and the Biology Retention Test on Ecological Succession (BRTES), both of which consisted of 25 multiple-choice questions which were drawn from the West Africa Senior School Certificate Examination past questions. Data collected were analyzed using mean, standard deviation, t-test, independent sample t-test and Analysis of covariance (ANCOVA).

This study assessed the problems militating against effective teaching and learning of science subjects in senior secondary schools in Edo state. The study was carried out in Ovia North East local government area of Edo state. Five research questions guided the study. The design of the study is survey research design. A sample of ten (1O) students each from five(5) schools were used for the study. The instrument used was a researcher developed questionnaire tagged problems militating against teaching and learning of science subjects in senior secondary school (PMAETLSQ). The questionnaire was validated by my project supervisor. The data generated was interpreted using simple percentage statistical analysis. The major findings were that most science teachers are experienced I teaching the subjects but not qualified academically, most public schools have science laboratories but are not practically taught science in the laboratory and that school ownership affect teaching and learning of science. Recommendation were made to the government and school board on how to eradicate these problems in senior secondary schools.

This study investigates the impact of class size on teaching and learning chemistry in senior secondary schools in Edo State, Nigeria, with a specific focus on exploring the relationship between class size and student learning outcomes, the impact of class size on teacher effectiveness, the challenges faced by teachers when teaching chemistry in large classes, and the optimal class size for effective teaching and learning of chemistry. Conducted in the context of Nigerian senior secondary schools, this quantitative research employed a survey design, utilizing a questionnaire to collect data from a sample of 100 students selected from 5 senior secondary schools in Edo State. The study's findings provide insights into the complex interplay between class size, teacher effectiveness, and student learning outcomes, highlighting the significance of optimal class size in promoting effective teaching and learning of chemistry. By elucidating the impact of class size on chemistry education, this study contributes to the existing body of knowledge, informing policy and practice in chemistry education in Nigeria, and providing recommendations for educators, policymakers, and stakeholders.