A. A. ODIA

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.

This study examined the influence of drug abuse on students retention and academic performance in junior secondary schools in Ovia north east Local Government Area. The descriptive survey design was adopted for the study. The population of the study consists of 6,443 students in all public secondary school in Oredo Local Government of Edo State. The sample for this study
consist of one hundred and twenty nine (100) junior secondary school students purposively drawn from 3 secondary schools in Oredo Local Government of Edo State. Research question one and two were answered while two sample independent t- test was used to test hypotheses one and Fisherz’s test statisyics was used to test hypothesis two at 0.05 level of significance. The findings showed that: parental involvement in public junior secondary schools in Ovia North East Local Government Area is high, students academic performance in Ovia North East Local Government Area is high., there is a significant relationship between Parental Involvement and Academic Performance in Public Junior Secondary Schools in Ovia North East Local Government Area. Based on the findings, it was recommended that secondary schools in Ovia North East Local Government Area should increase communication opportunities between schools and homes through introducing various opportunities and modalities that are imperative for
involving all parents and care givers in the schooling process of their children.