IMPACTS

This study examines the impact of the Okomu Oil Palm Company on the socio- economic and environmental development of Udo Community in Ovia South-West Local Government Area of Edo State from 1976 to 2015. Agriculture has historically been a major driver of Nigeria’s economy, with the oil palm industry playing a central role in employment generation, food production, and industrial growth. As one of the leading agro-industrial firms in the country, Okomu Oil Palm Company has significantly shaped the development trajectory of its host community since its establishment in 1976. The study adopts a descriptive and analytical approach to assess both the positive and negative impacts of the company’s operations on Udo Community. Findings reveal that the company has contributed to economic growth through job creation, infrastructure development, and corporate social responsibility initiatives. However, these benefits are accompanied by challenges such as land disputes, deforestation, environmental degradation, and the displacement of local farmers whose livelihoods depend on subsistence agriculture. The research further highlights the emergence of social tensions, including conflicts over land ownership, allegations of inadequate compensation, and resistance from affected community members and civil society groups. Despite these issues, there remains a gap in comprehensive academic analysis of the long-term effects of agro-industrial activities on host communities in Nigeria. This study concludes that while Okomu Oil Palm Company has played a vital role in stimulating economic activities in Udo Community, its operations have also generated significant environmental and social costs. It therefore recommends the adoption of more sustainable and inclusive development strategies, improved compensation mechanisms, and stronger regulatory frameworks to balance corporate interests with community welfare.

This study investigated the impacts of laboratory experiments on the academic achievement of senior secondary school chemistry students in Egor Local Government Area, Benin City. It examined how the frequency of practical sessions, the quality of laboratory facilities, and teachers’ competency in conducting experiments influence students’ understanding and performance in chemistry. The study adopted a descriptive survey design, using a structured questionnaire administered to 69 students selected through proportionate and simple random sampling from five public secondary schools. Data were analyzed using descriptive statistics, Pearson correlation, and independent samples t-test. Findings revealed that practical sessions are infrequent in most schools, and students reported that the scarcity of hands on activities limit their understanding, retention, and interest in chemistry. Results further showed that the quality of laboratory facilities significantly affects students’ performance, with poorly equipped laboratories hindering effective practical engagement. Teacher competency also displayed a positive and significant relationship with students’ academic achievement, indicating that skilled and confident teachers play a crucial role in facilitating meaningful laboratory learning. The study concludes that inadequate facilities, infrequent practical sessions, and limited teacher expertise collectively contribute to low achievement in chemistry. It recommends improved funding for laboratory infrastructure, more frequent and well timed practical lessons, and enhanced teacher training to strengthen the integration of theory and practice.