ACADEMIC PERFORMANCE

This study explores the influence of school climate on the academic performance of secondary school students in Ikpoba Okha Local Government Area of Edo State, Nigeria, with the primary aim of understanding how environmental and relational factors within schools impact student achievement. The research seeks to identify specific elements of school climate that contribute positively or negatively to students' academic success and to determine the differences in school climate between private and public schools, as well as their respective effects on performance. Ultimately, the purpose is to inform educational policies and interventions aimed at enhancing school environments to foster better academic outcomes for students. Employing a descriptive survey design, the study gathered data from a sample of 100 students selected through simple random sampling from five public and five private secondary schools. The primary instrument used was a structured questionnaire based on a modified Likert scale, which was validated through expert review and tested for reliability via a test-retest method. Data analysis involved descriptive statistics, including mean scores, with a predetermined criterion mean of 2.50 to determine the significance of responses. This approach allowed for an objective evaluation of students’ perceptions regarding various aspects of school climate and their impact on academic performance. The findings reveal that school climate has a significant effect on students' academic success, with positive climates fostering engagement, motivation, and higher achievement, whereas negative environments correlate with poor performance. Notably, private schools tend to have more conducive climates characterized by better safety, infrastructure, and motivated teachers, which translate into higher student performance compared to public schools. Based on these insights, the study recommends that educational authorities prioritize improving infrastructural facilities, safety measures, and teacher motivation within public schools, as well as promoting policies that cultivate supportive and psychologically safe learning environments. Such targeted interventions are essential to bridge performance gaps and enhance overall educational quality.

This study examines the impact of cyber fraud on the academic performance and study habits of undergraduate students at the University of Benin. Using a snowball sampling technique, data were collected from 380 students through surveys and interviews. The findings reveal that students engaged in cyber fraud often struggle with time management and academic performance due to distractions and misplaced priorities. The study concludes that cyber fraud negatively affects students' academic success. It recommends stricter institutional policies, awareness campaigns, and financial support programs to curb student involvement. Further research should explore this issue in other universities for a broader perspective.

This study investigates the Influence of Continuous Professional Development (CPD) on students' academic performance in Biology in Ovia North-East Local Government Area of Edo State, Nigeria. The purpose of this Study was to determine the extent to which Continuous Professional development programs attended by Biology teachers influence their instructional delivery and subsequently enhance their students’ academic achievement. The design adopted in this study was a quantitative descriptive survey research design was adopted for the study. The population comprised 50 Biology teachers in the 26 public secondary schools within Oviah North-East LGA, while a purposive sample of 50 teachers was randomly selected for data collection. The standard Instrument used to gather data was a structured questionnaire which assessed teachers’ participation in CPD, the effects on their students, the challenges that limit them and recommendations and suggestions to improve CPD for Teachers. The Questionnaires was validated by two lecturers in the faculty of Education. The reliability was establish using the Cronbach alpha’s method. Descriptive statistics such as frequency counts and percentages were employed to analyze the data. The Findings revealed that most Biology teachers regularly engaged in CPD activities, including workshops, online courses, and peer collaboration, and that these programs significantly improved their teaching competence. However, limited institutional support, inadequate funding, and lack of incentives were identified as challenges hindering CPD accessibility and effectiveness. Based on these findings, it is recommended that school administrators and Education policymakers invest more in CPD programmes by providing regular training opportunities, resources, and incentives to motivate teachers. Such efforts are essential in improving Biology teaching and learning experience, and fostering academic success among secondary school students.

This study investigated the influence of teacher variables on the academic performance of senior secondary school Biology students in Egor Local Government Area, Edo State, Nigeria. The objectives of the study were to determine the prevalent teacher variables among Biology teachers, examine the relationship between teachers’ professional qualifications and student performance, assess the influence of teachers’ teaching experience, evaluate the extent instructional methods affect performance, and examine teachers’ attitudes towards teaching Biology. Five research questions and three hypotheses guided the study. The study adopted an ex-post facto research design. The population comprised all Biology teachers and Senior Secondary II Biology students in Egor LGA. A purposive sample of 90 Biology teachers and a random sample of 100 students were selected. Two validated instruments, the Teachers’ Variable Questionnaire (TVQ) and Students’ Academic Performance Questionnaire (SAPQ), were administered. Data were analyzed using mean and standard deviation to answer the research questions, while Chi-square statistics, was used to test the hypotheses at 0.05 significance level. Findings revealed that the majority of Biology teachers in Egor LGA were female, professionally qualified, TRCN registered, and had over five years of teaching experience. Professional qualifications were found to significantly influence students’ academic performance. Teaching experience was also positively related to student achievement, with more experienced teachers being more effective. Instructional methods, especially student-centered approaches such as cooperative learning, demonstrations, and question-and-answer techniques, enhanced learning outcomes, while inquiry-based and fieldwork methods were less frequently employed. Teachers’ positive attitudes, including enthusiasm, punctuality, and commitment, were linked with improved student performance. The study concluded that teacher variables significantly determine the academic performance of Biology students in Egor LGA. It recommended continuous professional development, recruitment of qualified and experienced teachers, provision of adequate instructional resources, diversification of teaching methods, and motivation of teachers through incentives and recognition.

This work implements a descriptive survey design to investigate the students’ assessment of Biology teachers’ attitude and environmental factors on their academic performance as it concerns secondary school students in Udu Local Government Area of Delta State. Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location were considered as independent variables affecting students’ academic performance in Biology. To achieve the purpose of the study, eight research questions and seven hypothesis were posed and formulated to guide the study. Literature was also reviewed based on the variables considered. Questionnaires were administered to one hundred and fifty (150) Biology students from five selected secondary schools in Udu local government. In analyzing the responses of the respondents, percentage ranking and rating, mean, standard deviation and the application of t-test was used to determine the significance of each hypothesis at a significance level of 0.05. The findings of the study showed that Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location significantly affect the academic performance of Biology students in Udu Local Government Area of Delta State. Based on the findings of the study, it was recommended that teachers should exhibit attitudes that promote students’ learning interest in terms of good communication system, effective classroom management, proper mastery of subject matter and provision of a conducive learning environment. Suggestions for further studies were also made.

The research work assessed availability and utilization of e-learning technologies on academic performance of Business Education Students in Higher Institutions in Edo State. Six research questions and two hypotheses were raised and formulated respectively to guide the study. The study adopted a descriptive survey research design. The population of the study comprised of the five hundred and twenty-one (521) Business Education students in 200 level, 300 level and 400 level students in the University of Benin and Igbinedion University, out of which 100 students were used as sample, using the disproportionate stratified random sampling technique. A structured questionnaire containing forty items was the instrument used in obtaining responses from respondents. The reliability of the instrument was ensured by using Cronbach Alpha reliability computation which yielded a co- efficient index of 0.839. Data collected were analyzed using mean and standard deviation for the research question, while t-test and ANOVA were used to test the hypothesis. The findings of the study showed that students had several positive thinking about e-learning technologies enhancing business education programme and these technologies which would cover the gap that exist between theories and practical learning were not effectively available. Arising from the findings, it was recommended that government and other relevant stakeholders in education should provide adequate e-learning technologies for the teaching and learning process of business education courses. The government should make Internet connectivity a priority for higher education by creating free and accessible wifi. And also, the relevant authorities should create an avenue for uninterrupted power supply. In addition, in-service training programmes such as on the job training and retraining programmes such as attending seminars, workshop on the utilization of e-learning technologies should be allowed on a regular basis for serving business educators and students in the University of Benin, Benin City and Igbinedion University, Okada..

This study was designed to investigate the influence of study habits and peer pressure on academic performance among university students. Two research questions were raised to guide the study. The questions raised and examined include: What is the influence of study habits on the academic performance of university students? What is the influence of peer pressure on the academic performance of university students? The study adopted a correlational survey research design to examine the relationship between study habits, peer pressure, and academic performance among university students. The population of this study consists of 323 students in the Department of Educational Evaluation and Counselling Psychology (EECP), Faculty of Education, University of Benin, Benin City. The population comprises students across all levels as follows: 400 level – 47, 300 level – 81, 200 level – 89, and 100 level – 106. The sample size of 100 was considered adequate and manageable for effective data collection, analysis, and generalization of findings within the department. The main instrument for data collection in this study was a structured questionnaire. The reliability of the instrument was determined using the Cronbach Alpha method to measure the internal consistency of the items. The questionnaire was administered once to a group of 200-level students who were not part of the study sample. The analysis produced a reliability coefficient of 0.82, indicating that the instrument was reliable and internally consistent for data collection. The data collected for this study were analyzed using descriptive statistics, such as mean and standard deviation, to answer the research questions. Findings from the study indicates that students agreed that study habits significantly influence their academic performance. It was also discovered that peer pressure plays a vital role in shaping students’ attitudes toward learning and achievement. From the study it was recommended that students should be encouraged to develop and maintain positive study habits such as effective time management, regular reading, goal setting, and consistent class preparation. It was also recommended that the University of Benin should also organize study skills workshops to help students improve their learning strategies

This study investigated the Effects of Increase in Tuition Fees on Academic Performance and Business Education Students Enrollment in Tertiary Institutions in Edo State. The research was guided by two research questions. A descriptive survey design was adopted for the study. The population comprised all Business Education students at the University of Benin, from which a sample of twenty (20) students was selected using a stratified random sampling technique. The instrument for data collection was a structured questionnaire, validated by three experts and proven reliable with a Cronbach's alpha coefficient of 0.76. Data collected were analyzed using descriptive statistics (mean and standard deviation). The findings revealed that an increase in tuition fees influences students' academic performance to a high extent (Cluster Mean = 3.00), leading to reduced concentration, increased stress, and difficulty in purchasing learning materials. Furthermore, the increase in tuition fees influences student enrollment to a high extent (Cluster Mean = 3.19), acting as a significant barrier that discourages new students, causes delays in registration, and leads to dropouts. The study concluded that rising tuition fees are a critical challenge that impedes both access to and success in Business Education. It was recommended, among other things, that university management should expand financial aid programs and approach tuition hikes with caution, linking them to tangible improvements in facilities and student welfare.

Psychoactive substance use among university students has become a significant public health concern globally, with increasing prevalence particularly among young adults in higher institution. The general objective of this study was to examine the factors influencing psychoactive substance use among engineering students of the University of Benin. A descriptive cross-sectional research design was employed to investigate the prevalence, types, and determinants of substance use, as well as its perceived effects on students’ academic performance and well-being. The target population consisted of all undergraduate engineering students, from which a sample size of 440 respondents was selected through a multistage sampling technique. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics (frequencies, means, and Chi-square tests). Findings revealed that 43% of respondents had used one or more psychoactive substances. Alcohol, tramadol, cannabis, and cigarettes were the most commonly used. Major influencing factors included peer pressure, academic stress, curiosity, and easy accessibility. The study also found a significant association between peer influence and substance use, and between substance use and academic performance (p < 0.05). It was concluded that psychoactive substance use among engineering students is largely driven by social and academic pressures, with adverse consequences on learning and health. The study recommends enhanced drug education, stress management training, and stricter enforcement of campus anti-drug policies.

The purpose of the study was to determine the Influence of E – Learning Technologies on Academic Performance of Business Education Students in University of Benin, four research questions were raised to guide the study. The study employed descriptive survey research design. The population of the study comprises 251 business education students and 100 were randomly selected and uses as sample for the study. The instrument that was used for the study was a set of 20 structured questionnaires which were validated by the supervisor and one other expert. The reliability of the instrument was designed using test re – test method and the reliability of the value of 0.86 was obtained. The research design used for the study is descriptive survey research design. The copies of the questionnaires were administered personally by the researcher and with the help of the research assistants, the questionnaire items were analyzed using frequencies and percentages. The findings revealed that students are experiencing challenges using the e – learning technologies for their academic work.It was also revealed that e – learning is not responsible for their poor academic performance since they used it to share academic knowledge and information among themselves. The researcher recommended that both governments, communities, school, administrators, should help to reduce challenges faced by the students in the use of e – learning in the school environment.