EGOR LOCAL GOVERNMENT

This study investigated “Fertility Behaviour in Egor Local Government Area of Benin city, Edo State”. The main purpose of this study is to describe and create an understanding of the fertility behaviour which is predetermines the fertility patterns, and is in turn determined by fertility expectations of “fertility actors” in Egor Local Government Area. Fertility behaviour is a complex and multifaceted phenomenon influenced by a range of individual, social, and cultural factors. In developed countries, fertility rates have been declining for decades and are now below replacement levels in many cases. This review examines the determinants of fertility behaviour in developed countries, including economic, demographic, and attitudinal factors. The role of women's education and employment, family policies, and individual attitudes towards childbearing are particularly highlighted. Overall, this review highlights the need for a multidimensional approach to understanding fertility behaviour developing countries such as Nigeria and the importance of considering both structural and individual-level factors in fertility decision-making.

This study investigates the causes of poor performance in English Language among senior secondary school students in Egor Local Government Area of Edo State. English Language plays a vital role in Nigeria’s educational system as it serves as the official language of instruction and communication in schools. Despite its importance, many students continue to record poor academic performance in the subject, particularly in external examinations conducted by bodies such as the West African Examinations Council (WAEC) and the National Examinations Council (NECO). This situation has raised serious concern among educators, parents, and policymakers. The study adopts a descriptive survey research design. Data were collected through questionnaires administered to selected senior secondary school students and teachers in Egor Local Government Area. The findings reveal that several factors contribute to students’ poor performance in English Language, including inadequate teaching methods, lack of qualified English teachers, poor reading culture among students, limited access to learning materials, overcrowded classrooms, and insufficient parental support. The study concludes that the problem of poor performance in English Language among senior secondary students is influenced by both school-related and socio-environmental factors. It therefore recommends improved teaching strategies, provision of adequate instructional materials, recruitment of qualified teachers, encouragement of reading culture among students, and greater involvement of parents in students’ academic development to enhance performance in English Language.