TEACHING AND LEARNING

This study examines the influence of classroom size in teaching and learning of mathematics in Oredo Local Government of Edo State Four research questions were raised one was hypothesized. The study employs survey research design. The population of the study comprised all students in public primary schools and mathematics teachers in Oredo LGA. According to the Edo State Ministry of Education (2024), the LGA has approximately 200 students enrolled in the targeted grades and 25 mathematics teachers, making a total accessible population of 225 respondents. The sample for this study consists sample size was initially calculated as 144 respondents. A multi-stage sampling procedure was employed to attain representativeness across the study area. First, stratified sampling was used to categorize schools within Oredo LGA into urban and semi-urban strata. From these strata, simple random sampling was employed to select five public primary schools. The findings of this study reveals The examined This study examines the influence of classroom size in teaching and learning of mathematics in Oredo Local Government of Edo State ". The questionnaire was divided into two sections, A and B. Section A focuses on the demographic or personal data of the respondent while section B contains information which bothers on the problem of this research. The studyrecommend Policy Implementation: Educational policymakers and planners should ensure that class sizes in public secondary schools conform to the recommended student–teacher ratio (1:40) to enhance learning outcomes.

This study was carried out to identify the role of ICT as a change agent for quality education in tertiary institutions development in Edo State. The research was carried out as a survey research using relevant literature from journals, magazines, books and the internet. Four research questions were raised and analyzed for the purpose of the study. A random sampling technique was used in selection of two hundred and fifty (250) undergraduate students from 100 level to 600 level which would be randomly selected faculty of Law, Education, Life science, Management Science, and Physical science, 50 students from each of the above-mentioned faculties. The data were collected with questionnaire instrument and analyzed using simple percentage. The result revealed that; computers, smartphones, digital libraries, Google, internet facility, Computer laboratories multimedia projectors, and laptops were predominantly used by tertiary institutions students in Edo state, the use of ICT in tertiary institutions brings about better pedagogy in learning and helps to provide individualized learning, incorporating the use of technological applications allows students to participate in higher-order thinking and improve their performance and information Technology
helps students to expand their knowledge in learning. And factors impeding the usage of ICT in Edo state tertiary institutions are, scarcity of ICT materials for obtaining information, epileptic power supplies, high acquisition and maintenance cost of ICT
equipment, and most likely, Insufficient time to prepare electronic-based materials by lecturers. Based on the results, it was recommended that tertiary institutions should be equipped with modern and advanced technological infrastructure to enable the effective use of appropriate technologies required for teaching and learning programmes, government at all levels should make available adequate funds and resources, particularly for the funding and sustenance of tertiary education, students in tertiary institutions should be encouraged on the use of internet to solve their academic problems and the Government should ensure the constant supply of power to tertiary institutions to aid the use of ICT associated facilities, and in view of the uniqueness of ICT, staff of tertiary institutions should measure up to the demands of new technology for knowledge creation. The benefits of ICT should be effectively harnessed in teaching and learning, for personal use in research, publication of articles, communication within and outside the institutions as well as social

This study aimed at determining the Factors militating against Effective Teaching and Learning of Accounting among Business Education students, University of Benin, Benin City. Five research purpose and questions were drafted to guide the study. In the process of carrying at this study, work of various scholars and authors were reviewed. A descriptive survey was adopted for study design. A total number of 381 accounting education students in the department of Vocational and Technical Education students formed the population of study while 100 respondents randomly selected formed the sample size. Questionnaire was used as research Instrument. The validity of the instrument was established by the project supervisor and two (2) other lecturers in the department. A reliability coefficient of .768 was used for the study which was gotten using Cranach alpha method. The data were analyzed using mean and standard deviation. A mean of 2.50 was used as a benchmark for accepting the responses to the items formulated under each research question. The study reveals that to a large extent, lack of use of instructional materials, shortage of time allocated to teaching accounting and writing of examinations, negative attitude and perception of students towards accounting, poor condition of learning environment as well as how competent available learning materials such as accounting textbook militate against effective teaching and learning of accounting among business education students. Therefore, it was recommended that efforts should be made by government, school admistrators, students and other stakeholders in addressing the above problems by providing adequate and relevant instructional materials for teaching and learning of accounting, allocating more time both for teaching and learning as well as for examination of students, provision of more equipped and conducive teaching and learning environment, regular review of available accounting textbooks and changes in students’ negative attitude towards accounting.

This study examines the effects of technology on teaching and learning in primary and secondary schools in Egor Local Government Area, Edo State. The study investigates the availability of technological tools, the extent to which teachers and students utilize technology, and its impact on students’ academic performance. A total of 150 respondents, comprising teachers and students, participated in the study. Data was collected using structured questionnaires and analyzed using descriptive statistics, including frequency distribution, percentages, and mean scores. The findings reveal that technological tools such as computers, projectors, and internet access are widely available in schools, with strong administrative support for technology integration. The results also indicate that teachers frequently use technology to deliver lessons, while students engage in research, projects, and collaborative learning using digital tools. Furthermore, the study finds that technology significantly enhances students' academic performance by improving comprehension, problem-solving skills, and motivation. However, challenges such as limited funding, outdated equipment, and restricted access in some schools were identified. Based on these findings, the study recommends continuous investment in modern technological infrastructure, regular training for teachers on digital pedagogy, and policies to ensure equitable access to technology among students. Enhancing technological integration in schools will further improve the quality of education and learning outcomes in the study area

This study was designed to determine the extent to which we can substitute our local cheap material resources to supplement the available teaching materials or equipment in the teaching of computer in junior secondary schools. This study was an attempt to carry out a survey on the improvisation of instructional materials for effective teaching and learning of computer in junior secondary schools in Benin metropolis. This is basically a descriptive study. Three (3) research questions were raised. The research design for the study was a survey design. A sample of twenty (20) computer teachers from four(4) private junior secondary schools and three(3) public junior secondary schools were randomly selected in Oredo local government area of Edo state. The instrument used for data collection was the structured questionnaire. The instrument was validated by two (2) lecturers of the faculty of Education and the project supervisor. The data collected were analyzed using simple percentage. The study revealed that computer teachers do not improvise instructional materials and also, that improvisation of teaching materials could enhance teaching methods in computer science. Based on the findings it was recommended that there should be seminars and workshop organized from time to time and should be made compulsory for computer science teachers to attend to teach them on the act and importance of improvisation. Besides the workload of computer science teachers should be reduced this would give the teachers more time for the collection and provision of computer instructional materials.

The study investigated the influence of teachers’ qualification on the effective teaching and learning of English in Isoko South Local Government Area of Delta State. The design adopted for this study was the descriptive survey method Three (3) research question were raised to guide this study: Does teacher’s classroom effectiveness on the use of instructional materials influence student’s academic performance. What is the influence of effective communicatioin of teachers on student’s academic performance? Does the effect of communication affect the understanding of learners learning style in classroom environment? The population of the study consisted of all public senior secondary school students in Isoko South Local Government Area of Delta State. The sample size for this study was a total number of one hundred and thirty four (134) students who were selected using the simple random sampling technique. A structured questionnaire was used to obtain data from respondents. Data collected from the survey was statistically analyzed. After analysis, results were displayed on tables showing frequencies and percentages of responses. From findings of the study, the study indicates that the majority of students perceive a positive impact on their academic performance when teachers effectively utilize instructional materials. This finding aligns with existing research highlighting the importance of incorporating diverse teaching aids to enhance student learning outcomes. The high mean scores across all items related to instructional material usage suggest that students acknowledge the benefits of visual aids, technological tools, and hands-on resources in facilitating understanding and engagement in the classroom. The recommendation for effective teaching in secondary school, emphasizes on academic goals should be encouraged; makes [goals] explicit Iand expect students to be able to master the curriculum; carefully organizes and sequences the curriculum.

This study examined the influence of the learning environment on the teaching and
learning of Business Studies in secondary schools within Ovia North-East Local
Government Area of Edo State. Employing a descriptive survey design, data was
collected using structured questionnaires from junior secondary school teachers and
students (JSS III) in four purposively selected secondary schools. The study examined the
extent of influence of physical facilities, classroom settings, school locations, and the
availability of qualified teachers on teaching and learning of Business Studies. The data
analysis utilized mean and standard deviation calculations, with a decision rule based on
a mean value of 2.50. The findings demonstrated the significant impact of various factors on teaching and learning. The availability and accessibility of modern educational
resources, current textbooks, and computers were perceived to have a high extent of
influence, contributing to enhanced educational outcomes. Well-maintained classrooms, laboratories, and physical school buildings were found to play a pivotal role in creating
conducive learning environments, with consensus among respondents regarding their
positive impact. Classroom settings, including classroom size, space, and seating
arrangements, were also acknowledged as influential, although with moderate variability
in viewpoints. Furthermore, school locations, particularly their proximity to
marketplaces and busy roads, were considered to have a considerable influence, with an
emphasis on the safety and well-being of students and teachers. The presence of qualified teachers with teaching experience, creative knowledge, motivational skills, and versatile teaching methods was found to significantly enhance teaching and learning. In
conclusion, this study underscores the multifaceted nature of factors influencing the
teaching and learning of Business Studies. The recommendations include enhancing
educational resources, maintaining physical infrastructure, ensuring safe school
locations, supporting teacher development, integrating multimedia tools into the
curriculum, and considering these influences in educational policy formulation.