Descriptive survey design

This study examines the relationship between teacher–student relationships and students’ academic performance in public secondary schools in Egor Local Government Area. The research is motivated by concerns over declining academic outcomes and the need to understand how interpersonal dynamics within the classroom influence learning. A descriptive survey design was adopted, with a sample of students and teachers selected from selected public secondary schools using stratified and random sampling techniques. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive statistics and inferential tools such as correlation and regression analysis.
Findings reveal that positive teacher–student relationships—characterized by mutual respect, effective communication, emotional support, and fairness—are significantly associated with improved academic performance among students. Conversely, strained or distant relationships were linked to low motivation, poor classroom participation, and weaker academic outcomes. The study also indicates that factors such as teacher attitude, classroom environment, and level of student engagement mediate this relationship.
The study concludes that the quality of teacher–student interaction plays a crucial role in shaping students’ academic success in public secondary schools. It recommends that teachers adopt more supportive and student-centered approaches, while school administrators should promote professional development programs that enhance interpersonal and classroom management skills. Strengthening teacher–student relationships is essential for improving academic performance and overall educational outcomes

This study was conducted to find out the influence of knowledge on family planning Practices among women of child bearing age in Ovia North L.G.A, Edo State. To therefore achieve the purpose of the study, five (5) research questions guided the study
A descriptive survey design was used for the study. The sample size for the study was hundred (100) students. The Research instrument was a self-structured questionnaire with Section A, B and C Section A seeks to elicit responses on the socio-emographic
character of respondents, while Section B seeks to elicit responses on the level of knowledge about family planning among women of childbearing age, and Section C elicits diverse family planning practices among women of child bearing age. The
instrument was validated by the researcher's supervisor and two experts in the Department of Health, Safety and Environmental Education (H.S.E.), Faculty of Education. To determine the reliability of the instrument, the internal consistency reliability was adopted. In this vein, twenty (20) copies of the instrument were administered to the respondents who were not part of the target population. Based on the findings, it was concluded that A significant number of women in Ovia North Local Government Area have heard of family planning. While condom use is common, the use of modern contraceptives such as pills, injectables, or IUDs is relatively low. Many women have received family planning services from health facilities, although access is not universal. A considerable proportion of women have discontinued a family planning method due to side effects, indicating a need for better counseling and support for women using contraceptive methods, ensuring they are informed about potential side effects and how to manage them, thereby improving access to family planning services and enhancing the overall awareness of the health benefits of family planning. These efforts are crucial in ensuring better reproductive health outcomes and empowering women to make informed decisions about their family planning choices.

This study employed a descriptive survey design to investigate the impact of improvisation of instructional materials on students' performance in biology at senior secondary schools in Egor Local Government Area, Edo State. A sample of 300 students
from five public senior secondary schools participated in the study. Data were collected using a structured questionnaire comprising two sections, including demographic information and questions related to the effectiveness of instructional materials in biology education. The analysis of data was conducted using descriptive statistics, with a criterion mean of 2.50 for assessing responses. The findings revealed that well-equipped biology laboratories significantly enhance student performance, and improvised instructional materials are crucial for improving the learning experience in biology. The study indicated that students who engaged with varied instructional materials exhibited greater interest and understanding of biological concepts. Additionally, teaching aids were found to improve motivation and knowledge retention compared to traditional teaching methods. The results underscore the need for creative improvisation by educators to address resource limitations and improve academic outcomes.
Based on the findings, it is recommended that biology teachers adopt innovative strategies, including the use of improvised materials, to enrich their teaching methods and foster student engagement. Enhancing laboratory facilities and providing access to
essential teaching aids can create a more stimulating learning environment. Additionally, teacher training programs should focus on equipping educators with the skills to effectively improvise instructional materials, enabling them to fully capitalize on practical experiences in biology education. By prioritizing these recommendations, stakeholders in education can significantly improve the quality of biology instruction and student performance.

This study examined the influence of teachers’ variables on students’ academic performance in Biology in public senior secondary schools in Egor Local Government Area of Edo State. The study specifically investigated how teachers’ qualifications, teaching experience, instructional methodologies, and attitudes affect students’ achievement in Biology.
A descriptive survey design was adopted, and data were collected using a structured questionnaire administered to a sample of 30 Biology teachers across 12 public senior secondary schools. The data were analyzed using frequency counts and simple percentages. The study concludes that teacher-related variables are critical predictors of Biology achievement and recommends improved teacher training, motivation, instructional resources, and professional development to enhance the quality of Biology education in the study area.

This study examined the comparative academic performance of Computer Science and related students in e-learning versus physical classroom settings at the University of Benin. The background of the study highlights the global shift from traditional face-to-face interaction to digital platforms, a transition significantly accelerated by the COVID-19 pandemic, which exposed the need to evaluate the effectiveness of both learning modes. The primary objective was to determine which environment best supports educational results by analyzing student experiences with both methods. The study was guided by five research questions designed to investigate performance levels, influencing factors, and specific challenges associated with traditional and e-learning classrooms.
The methodology adopted for this study was a descriptive survey research design, which allowed for the systematic investigation of student perspectives. The population and sample consisted of 100 respondents drawn from Computer Science, Computer Education, Computer Engineering, and related ICT centers who have experienced both e-learning and physical classroom stems.
Data collection was carried out using a structured instrument titled & quot; Comparative Analysis of Students’ Performance in E-Learning and Physical Classes Questionnaire (CASPEPCQ),& quot; which was validated by experts and tested for reliability using the Cronbach Alpha method. The data obtained were analyzed using mean and standard deviation, with a benchmark mean of 2.50 used to determine the level of agreement. The findings revealed that while students appreciated e-learning for the ability to learn at their own pace (Mean = 3.54), they generally agreed that physical classes provided better hands-on learning opportunities (Mean = 3.30) and ultimately resulted in better academic performance (Mean = 2.96). Significant challenges identified included the lack of electricity and poor internet for e-learning, and overcrowded classrooms for physical sessions. The study concluded that while e-learning is superior for theoretical review, it cannot yet replace physical classes for practical courses due to infrastructural deficits. Consequently, it is recommended that the university adopt a blended learning model to leverage the strengths of both systems, while urgently upgrading power supply and internet access.

This study examined the integration and utilization of Information and Communication Technology (ICT) in enhancing service delivery in the Edo State Ministry of Education. The objectives were to determine the availability of ICT facilities, assess their effectiveness in administrative operations, evaluate the impact of ICT adoption on service delivery, identify the challenges hindering ICT integration, and suggest strategies for improvement. A descriptive survey design was adopted, and data were collected from 100 respondents using a structured questionnaire. Descriptive statistics such as mean and percentage were used for data analysis, while Cronbach’s Alpha was employed to test instrument reliability. Findings revealed that ICT facilities such as computers, internet connectivity, and relevant software are fairly available and accessible to staff. ICT tools were found to moderately enhance administrative processes, communication, and data management, thereby improving efficiency and service quality. However, challenges such as inadequate funding, limited training, and resistance to change were identified as major obstacles to full ICT adoption. The study further found that strategies such as regular ICT training, increased funding, establishment of ICT support teams, and improved infrastructure would significantly strengthen ICT-driven service delivery. The study concluded that ICT plays a vital role in promoting transparency, efficiency, and productivity in the Ministry. It recommended
increased government investment in ICT infrastructure, continuous capacity building for staff, and effective monitoring mechanisms to ensure sustainable and efficient ICT utilization in the Edo State Ministry of Education.

This study investigated school-community relationship and students’ academic performance in public senior secondary schools in Edo State. Seven research questions guided the study. Research questions 1 and 2 were answered while questions 3-7 were hypothesized and tested at 0.05 level of significance. The study was a descriptive survey that adopted the correlation design. The population of the study comprised all the 313 public senior secondary schools in Edo State. The Multi-stage sampling procedure was adopted to select the sample size of 110 schools representing 35% of the population. A set of questionnaire titled ‘School-community relationship Questionnaire (SCRQ1) and a Checklist, titled ‘Student Academic Performance Checklist’ (SAPC) were used for the study. The reliability of the instruments was determined using Cronbach Alpha statistical tool and a reliability coefficient of 0.89 was obtained. The instruments were validated by the researcher’s supervisors. Questions one was answered using Mean and question 2 was answered using simple percentage, while Pearson r was used to test hypothesis 1 and Fisher’s Z statistics was used to test hypotheses 2-5. The findings revealed that the level of school-community relationship in public senior secondary schools in Edo State was moderate; students’ academic performance was high. There was a significant relationship between school-community relationship and students’ academic performance xv in public secondary schools in Edo State. The study further revealed that there was no significant difference in the relationship between school- community relationship and students’ academic performance in public secondary schools in Edo State based on school location, principals’ sex, work experience and qualification. It was therefore recommended, among others that the relationship between the school and the communities be improved by encouraging more participation of members of the community in school activities and awareness should be created to make them see the school as their own and hence safeguard the properties against vandalism and theft which could hinder effective teaching and learning activities leading to improved academic performance in the school. Seminars and workshops should be organized for principals as drivers of school- community relationship to expose them to modern trends of interpersonal relationship

This study examined the Awareness and Practice of Water Conservation among Students of the University of Benin. Five research questions were raised to guide the study, the study sought to determine the level of awareness of water conservation amongstudents, the extent to which they practice water-saving behaviors, the factors influencing their engagement, institutional challenges affecting participation, and students’ perceptions of the university’s role in promoting water conservation. A descriptive survey research design was adopted. The population consisted of 39,037 undergraduate students in fourteen faculties, from which a sample of 204 respondents was drawn using proportional sampling. The instrument for data collection
was a structured twenty-item questionnaire validated by experts, and its reliability was established using the test–retest method, yielding a coefficient of 0.763. Data collected were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviation. Findings revealed that while students demonstrated high awareness of water, their practical engagement was inconsistent. Most respondents turned off taps after use, but few reported leaks or reused water. Factors such as water shortages, peer influence, and cultural background significantly shaped conservation behavior, while institutional shortcomings like limited sensitization campaigns, poor maintenance systems, and lack of visible infrastructure undermined effective participation. Students also perceived the university’s efforts as insufficient and recommended stronger leadership, policy
inforcement, and integration of conservation education into orientation and campus life. The study concludes that awareness of water conservation among University of Benin students is high but does not consistently translate into practice. It recommends that the University of Benin management should take the lead in integrating water conservation education into student orientation programs and General Studies (GST) courses.

This study was designed to analyze the challenges of teaching Biology in senior secondary schools in Egor Local Government Area of Edo State. This study was guided by four research questions.
The design adopted for this study is the descriptive survey research design. The population of the study consisted of all Secondary Schools in Egor Local Government Area. The research instrument used for this research is the questionnaire. The validity of the instrument was done by the supervisor. The data was analyzed with the use of simple percentages and mean.
The findings revealed that the lack of instructional materials and a non-conducive environment are some challenges of teaching Biology in senior secondary schools. It is recommended that the government and all stakeholders in the Ministry of Education should make provision for instructional materials to be
available in every public secondary school and that the teachers should also endeavor to incorporate the use of instructional materials in their lesson periods.