SENIOR SECONDARY SCHOOLS

This study examined the inclusion of digital instructional materials in the teaching and learning of Literature in English in senior secondary schools in Ikpoba Okha Local
Government Area of Edo State. The study was carried out to determine how digital tools are being used to improve students’ interest and understanding of literature, and to identify the challenges faced by teachers and students in using these tools. The research was guided by questions on the availability, usage, and effectiveness of digital instructional materials in literature classrooms. The study reviewed related literature and theories that support the use of technology in education, such as the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework. Previous studies revealed that digital materials like projectors, e-books, and audio-visual aids can make literature lessons more engaging, but their use is often limited by poor facilities, lack of training, and unstable power supply. A descriptive survey design was used for the study. Data were collected from teachers and students in selected public and private secondary schools through questionnaires. The results were analyzed using simple percentages to identify patterns and opinions among respondents. The findings showed that although most teachers and students appreciate the importance of digital instructional materials, their use in teaching Literature in English is still very low. Many schools lack the necessary equipment and internet access. However, in schools where digital tools are available, students show more interest, better understanding, and improved participation in lessons. The study concluded that digital instructional materials have a positive effect on the teaching and learning of Literature in English when properly used. It recommended that government and school authorities should provide more digital facilities, train teachers regularly, and ensure steady power supply to promote digital learning

This research work investigates students’ study habits and time management in public secondary schools in Oredo Local Government Area of Edo state. This study was guided by seven (7) specific questions, which are: What are the students study habits in public secondary schools in Oredo Local Government Area of Edo State? What are the time management practices of public secondary school students in Oredo Local Government Area of Edo State? Does gender affect the study habits of public secondary school students in Oredo Local Government Area of Edo State? How does the socio- economic background of public secondary school students in Oredo Local Government Area of Edo State affect their study habits? Does class classification of students affect the study habits of public secondary school students in Oredo Local Government Area of Edo State? How does the type of school affect the study habits of public secondary school students in Oredo Local Government Area of Edo State? What are the steps students can take to manage their time properly? The Descriptive survey design was used for the study. A total population of 245 respondents consisting of all the students in public secondary school in Oredo Local Government Area of Edo State were used. A Likert scale questionnaire was used to elicit information from respondents, a total number of 245 (100%) questionnaires was administers and all of it (245) were properly completed and found useful for the study. Analysis and discussion of data collected for the study were descriptively done using frequency and percentage. Based on the findings of this study, the researcher reached the following conclusions: that to improve and maintain their study habits, students take notes and
concentrate during classes and do their homework regularly: understand how to manage their time properly using means such as clock alerts and reminders mostly as well as preparing a weekly study schedule and carrying out difficult academic tasks first. On that, recommendations were made as follows; School academic and extracurricular activities should be planned in a way that students will still have time to study on their own and within themselves as study groups. Government and public policy experts should make education free for all to lift the burden of financial implications from poor parents. Regular feeding of students should be practiced ensuring they are well nourished and consume foods that will improve their brain power especially. Schools through government provisions should have a standard library with enough historic and contemporary books for every subject area and an e-centre for e-reading