I.K OTEZE

This study examined the factors affecting the effective teaching of physics practicals in senior secondary schools in Ikpoba-Okha Local Government Area of Edo State. The study specifically examined infrastructural challenges influencing physics practical teaching, the availability and adequacy of physics laboratory equipment, and the qualification and teaching experience of physics teachers conducting practical lessons. A descriptive survey research design was adopted for the study. The population consisted of physics teachers in senior secondary schools within the study area, from which a sample of 50 teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Teachers’ Questionnaire on the Effective Teaching of Physics Practicals. The instrument was validated by experts and the collected data were analyzed using mean, standard deviation, frequency, and percentage. A criterion mean of 2.50 was used for decision making. Findings revealed that inadequate laboratory space, poor electricity supply, insufficient sitting arrangements, lack of functional laboratories, and limited time allocation significantly affect the teaching of physics practicals. The results also showed that although some laboratory equipment are available, many are inadequate or not properly maintained, thereby limiting effective practical instruction. Furthermore, the majority of physics teachers were found to be academically qualified and experienced, with most having five years and above teaching experience, which positively influences practical teaching effectiveness. Based on the findings, the study concluded that infrastructural deficiencies and inadequate laboratory equipment remain major barriers to effective physics practical teaching despite the presence of qualified teachers. It was therefore recommended that government and school authorities should provide adequate laboratory facilities, ensure sufficient and functional physics equipment, improve electricity supply, and support continuous professional development for

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 examines whether years of teaching experience and teacher’s qualification influence the performance of students in Computer Science. Specifically, this study examines the influence of qualification and experience of computer teachers on the academic achievement of secondary school students in external examination. Four research questions were raised and research question 2 and 4 were hypothesized. The population of this study was made up of 10 Senior Secondary Schools in Ovia North East Local Government Area in Edo State. Samples of 100 teachers were drawn from the population through the process of simple random sampling technique, made up of 10 Secondary Schools in Ovia North East Local Government Area in Edo State. A questionnaire was the instrument use for data collection. 20 questionnaires were administered and returned. The teachers' responses were analyzed through content analysis using mean and standard deviation; t-test was used to analyze the hypothesis. The findings of the study revealed that: the qualification level of teachers teaching computer science in senior secondary schools in Ovia North East Local Government Area in Edo State is above average; the experience level of teachers teaching computer science in senior secondary schools in Ovia North East Local Government Area in Edo State is above average also; teaching experience and qualification influence students' academic achievement in Computer as measured by the response of the teachers to the questionnaire provided and as perceived by the respondents. Therefore, the study recommends that school districts should be careful about implementing policies that limit the number of years of experience for which a district will give credit, especially at the secondary school level. Also, Government should employ more qualified teachers into the system and with time they gain experience base on the years they have spent teaching and in turn transfer this experience into teaching