SECONDARY SCHOOL STUDENTS

The study investigated the influence of English language learning apps on literacy development among secondary school students in Egor Local Government Area of Edo State. It also ascertained the extent of availability of English language learning apps in secondary schools in Egor Local Government Area of Edo State; examined the effect of English language learning apps on literacy development among secondary school students in Egor Local Government Area; found out the effect of English language learning apps in improving reading skills among secondary school students in Egor Local Government Area; and investigated the effect of English language learning apps in improving writing skills among secondary school students in Egor Local Government Area. Four research questions were raised to guide the study. The research design adopted for this study is the descriptive survey research design. The population for this study was made of all the 5,266 public senior secondary school students in the 12 public senior secondary schools in Egor Local Government Area of Edo State. The sample size for the study was made up of 120 students. The instrument that was used for the data collection is a structured questionnaire titled “Influence of English Language Learning Apps on Literacy Development Questionnaire (IELLALDQ)”. The test re-test method was used to determine the reliability of the instrument. A reliability coefficient of 0.87 was obtained, indicating that the instrument is reliable for the study. The researcher made use of descriptive statistics such as mean score and standard deviation as the method of data analysis. The findings from the study include that there is a significant effect of English language learning apps in improving the reading and writing skills among secondary school students in Egor Local Government Area of Edo State. It was concluded that there is a significant effect of English language learning apps on literacy development among secondary school students in Egor Local Government Area of Edo State. The study recommended among others that schools in Egor Local Government Area should incorporate English language learning apps into their curriculum to enhance students’ literacy development. This can be achieved by scheduling regular app-based learning sessions as part of English language instruction.

The study determined the role of English in the academic performance of senior secondary school students in Ovia North-East local government area of Edo state. Following objectives include, to examine the level of English Language proficiency of students and their academic performance, to understand the performance of students in taking English Language as a subject, to investigate the teachers’ level of preparedness in their use of English in teaching English Language in schools and to highlight the challenges faced by students in learning English Language as a subject in schools. The study covers English Language proficiency skills such as reading skills, comprehension skills, and writing skills and students’ academic performance among senior secondary schools in Ovia North-East Local Government Area of Edo State, Nigeria. It covers four Senior Secondary Schools in Ovia North-East Local Government Area. The sample of the study comprised 120 secondary school students was selected. The study relied on primary data, obtained through administered questionnaire, to generate data from respondents. The data collected were analyzed by the use of descriptive statistics. Furthermore, from the hypothesis tested, it was found that there is a significant difference in the effect of English Language on Senior Secondary School Students‘ academic performance. There is no significant difference on the effects of English Language on gender performance The study recommends that teachers should emphasize the use of different teaching methods as it boosts students academic performance. English teachers should use the strategies that can be used to enhance students‘ proficiency of English as a language of instruction in word problem class.

This research work was carried out to examine the influence of peer pressure on the learning of Integrated Science in secondary schools in Ovia North East Local Government Area, Edo state. The essence of this study was to find out the influence of peer pressure on learning of Integrated Science, to identify the relationship between peer pressure and the learning of Integrated Science in secondary schools, to find out if peer pressure has a negative influence on students learning of Integrated Science and to know if peer pressure has a positive influence on student's learning of Integrated Science. The research methodology utilizes descriptive statistics with simple numbers and percentages and correlation analysis in the analysis and synthesizing of primary sources of data collected via questionnaire, as well as diverse literature on the area of study. The target population of the study was junior secondary school three (JSS3). The data collected was analyzed using simple percentage, and mean. The following findings were attained from the study: The influence of peer pressure on learning of Integrated Science in secondary schools is of high extent. That there is a significant relationship between peer pressure and learning of Integrated Science in secondary schools. Peer pressure doesn’t have a negative influence on student's learning of Integrated Science. Peer pressure has a positive influence on student's learning of Integrated Science. The researcher recommends that students should be encouraged to choose their friend wisely as some have negative influence on their academic performance, especially those who sneak out of school, use drugs and those who do not attend school regularly. Teachers and other educational practitioners, need to have knowledge of the effects of peer group pressure and understanding of the issues surrounding negative peer influence to prevent negative peer influence and be more adequately prepared to help a teenager facing negative aspects of peer pressure

This study, investigated efficacy of self- instructional therapy in managing truancy among secondary school students in Oredo local government area of Edo State. The study also examined the effects of parental socioeconomic status and sex on truancy among secondary school students in Oredo Local Government Area of Edo State. To address the problem of the study, five research questions were raised and formulated into four hypotheses, and were tested at 0.05 level of significance. This study adopted pre-test, post-test, non-equivalent control group and Quasi experimental research design. The target population of the study consisted of all the thirteen thousand and fifty one (13,051) senior secondary school students from the fourteen (14) public
senior secondary schools in Oredo local government area of Edo State. A sample size of two hundred (200) students made up of one hundred males and one hundred females were selected using balloting without replacement. The standardized questionnaire adapted from Ehindero (2015) titled: Students Level of Truancy Questionnaire (SLTQ) was used by the researcher with two sessions, A and B and administered to the students in their various schools to evaluate truancy level among students. This instrument was validated by the researcher’s supervisor and two other lecturers in the Department of Educational Evaluation and Counselling Psychology (EECP). The reliability of the instrument was determined using Cronbach alpha statistics and it yielded a reliability coefficient of 0.64. Data were analyzed using the two way ANOVA, descriptive statistics of mean and standard deviation. The findings of the study revealed that there is a significant difference in the pre-test and post-test scores in truancy level among secondary school students exposed to Self- Instructional Therapy; there is a significant difference in the pre-test and post-test scores in truancy level among secondary school students exposed to Self -Instructional Therapy and those in the Control Group; there is no significant interaction effect of treatment by sex on the level of truancy among secondary school students in Oredo Local Government Area of Edo State, and there is no significant interaction effect of treatment by Parental Socio-Economic Status on the level of truancy among secondary school students in Oredo Local Government Area of Edo State. Based on the findings, it was recommended among others that, experts in the field of counselling psychologist should train and retrain students on the use of self–instructional therapy because of its effectiveness in managing students with truant behaviour.