P.I.O. Aika

This study investigates the perceived effect of internet use on the academic performance of secondary school students in Egor Local Government Area, Edo State, Nigeria. The research explores the relationship between internet use, including frequency, duration, and type of content accessed, and students' academic outcomes. A descriptive survey research design was employed, with 150 students from three randomly selected secondary schools as the study's sample. Data were collected through a self-structured questionnaire, which was validated and tested for reliability using Cronbach’s Alpha coefficient (0.81). The findings revealed a dual impact of internet use on students’ academic performance. Students reported that while educational internet use positively influenced their academic performance, excessive non-academic internet use, particularly social media and gaming, led to distractions and poor academic outcomes. Frequency of internet use for academic purposes was positively correlated with academic success, whereas long-duration internet use had both beneficial and detrimental effects. The study also
found that educational content, such as online forums and interactive learning platforms, contributed to improved academic performance, while entertainment content, such as social media and online gaming, negatively impacted students’ academic focus. Based on the findings, the study recommends that students be encouraged to use the internet primarily for educational purposes, with schools and parents working together to manage non-academic internet activities. Additionally, students should be taught effective time management and study habits to mitigate the negative effects of excessive internet use.

This study explores the key challenges faced by teachers in teaching drama in Literature in English at the secondary level in Nigeria. Drama, as an essential component of the Literature curriculum, offers rich opportunities for developing students’ critical thinking, creativity and language skills. However, many teachers encounter significant difficulties in delivering drama texts effectively. This study aims to identify the major obstacles impeding the effective teaching of drama and proposes practical strategies for overcoming these challenges using a mixed-methods research design, data were collected through questionnaires, involving Literature teachers across selected secondary schools in Benin city. The findings reveal that teachers face a range of challenges, including inadequate training in drama pedagogy, lack of instructional resources, insufficient class time, large class sizes and low student engagement.

This research study was done to identify the factors that affect secondary school students' essay writing achievement using Egor Local Government Area Benin city as a case study. Three research questions and one hypothesis guided the study. The study adopted the descriptive survey research design.The population of the study consisted of 10 public schools in Egor Local Government Area Benin city. A sample of 150 students in 3 public secondary schools in Egor Local Government Area Benin city was used for the study. The research Instrument used to collect data for the study was a structured four-point Likert questionnaire, the validity of the instrument was ascertained by the researcher's supervisor and two other lecturers in the Department of Educational Foundations (DEF). The reliability was established using the Cronbach Alpha. The data were analyzed using the mean score, standard deviation and t-test.