L. Eraikhuemen

This study examined the factors affecting the effective teaching of physics practicals in senior secondary schools in Ikpoba-Okha Local Government Area of Edo State. The study specifically examined infrastructural challenges influencing physics practical
teaching, the availability and adequacy of physics laboratory equipment, and the qualification and teaching experience of physics teachers conducting practical lessons. A descriptive survey research design was adopted for the study. The population consisted
of physics teachers in senior secondary schools within the study area, from which a sample of 50 teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Teachers’ Questionnaire on the Effective Teaching of Physics Practicals. The instrument was validated by experts and the collected data were analyzed using mean, standard deviation, frequency, and percentage. A criterion mean of 2.50 was used for decision making. Findings revealed that inadequate laboratory space, poor electricity supply, insufficient sitting arrangements, lack of functional laboratories, and limited time allocation significantly affect the teaching of physics practicals. The results also showed that although some laboratory equipment are available, many are inadequate or not properly maintained, thereby limiting effective practical instruction. Furthermore, the majority of physics teachers were found to be academically qualified and experienced, with most
having five years and above teaching experience, which positively influences practical teaching effectiveness. Based on the findings, the study concluded that infrastructural deficiencies and inadequate laboratory equipment remain major barriers to effective physics practical teaching despite the presence of qualified teachers. It was therefore recommended that government and school authorities should provide adequate laboratory facilities, ensure sufficient and functional physics equipment, improve electricity supply, and support continuous professional development

This study examined Digital Literacy among Mathematics Students in Egor Local Government Area. The background of the study highlighted the growing integration of digital technology in education and the need for mathematics students to possess adequate digital skills to enhance learning, access instructional materials, and engage
effectively with modern mathematical tools. The problem was traced to low digital competence, limited access to digital devices, insufficient teacher support, and infrastructural challenges. The study was guided by four research questions focusing on students’ digital literacy levels, awareness of digital tools, factors influencing digital literacy, and challenges encountered. The study emphasized the significance of digital literacy for improved mathematical understanding, students’ performance, and educational development within Egor Local Government Area

The study was carried out to assess the influence of qualification and experience of Mathematics teachers on the academic performance of Senior Secondary School students in Oredo Local Government Area of Edo State. Three (3) research questions and three (3) hypotheses were raised for the study and the descriptive survey research design was adopted. A review of some related literature was carried out. A total of fourteen (14) secondary school Mathematics teachers in Oredo Local Government Area constituted the population study sample. The instrument used for gathering data from the selected sample was a proforma; the data collected were analyzed using statistics in form of Pearson correlation coefficient. The study revealed that; There is significant relationship between teachers’ qualification and students’ academic performance in Mathematics in Senior Secondary Schools in Oredo Local Government Area of Edo State. There is significant relationship between teachers’ years of teaching experience and students’ academic performance in Mathematics in Senior Secondary Schools in Oredo Local Government Area of Edo State. There is significant interaction influence of teachers’ qualification and years of teaching experience on students’ academic performance in Mathematics in Senior Secondary Schools in Oredo Local Government Area of Edo State. Based on the findings, recommendations were made; for the professional growth of teachers, conferences, seminars, workshops, pre and in-service training programmes should be given adequate attention by the Ministry of Education, State and Federal Government. All non- professional and unqualified teachers should be encouraged to pursue their post graduate studies such as Post Graduate Diploma in Education, Master’s and Doctoral degrees in Mathematics. This will help to improve teachers’ quality of teaching and consequently improve the performance of students and ultimately, the quality of teacher education in Nigeria.

The study examined the effect of the use of animation and picture on Senior Secondary School one (SSS1) students’ performance in poetry in senior secondary schools in Edo state. The study also sought to determine whether other demographic variables like sex and school type have effect on students’ performance in poetry. Eight research questions and eight hypotheses were raised to guide the study. The sample of the study was made up of two hundred and seventy-three (273) male students and two hundred and sixty-five (265) female students. One hundred and six (106) of the students were from all-boys schools, two hundred and nine (209) were from all-girls schools, while two hundred and twenty-three (223) students were from coeducational schools. The study adopted a quasi-experimental design, using the pre-test – post-test control group design, which resulted in a 3x2x3 factorial format. The independent variable in this study is the instructional method with three levels – animation, pictures and ‘chalk and talk’ method. The moderator (intervening) variables are gender with two levels – male and female and school type with three levels – all-boys, all-girls and co-educational schools. The dependent variable is students’ performance scores in poetry. One instrument was used for data collection for the study; a “Poetry Performance Test (PPT)” , with two sections A and B. Section A seeks to elicit respondents’ demographic data such as gender. Section B is an achievement test on Poetry with particular reference to the two poems The leader and the led by Niyi Osundare and Journey of the Magi by T. S. Eliot. The reliability of the PPT was estimated using the Kuder-Richardson Formula 20 (KR-20) and a reliability coefficient of 0.826 was obtained. Data collected were analysed using descriptive – percentage, mean and standard deviation and inferential statistics – xiii Analysis of Covariance (ANCOVA) and Independent Samples t-test. The level of significance was set at 0.05 level. The findings of the study revealed that students’ performance in poetry is dependent on the instructional method. It also revealed that the difference in students’ performance in poetry is based on the method used. This is hinged on the fact that students taught with animation performed better than those taught with picture and the “chalk and talk” method. The findings of this study revealed that sex and school type were significant factors in students’ performance in poetry. These findings pose very serious challenge to curriculum planners and English-in- Literature teachers on what to do to significantly reduce the effect of these variables on students’ performance in poetry. There were significant two-way and three-way interaction effects of method by sex, method by school type and method by sex, and school type on students’ performance in poetry respectively. The following recommendation among others was made; that Literature-in-English teachers in senior secondary schools should be encouraged to use animation in poetry teaching.