SECONDARY SCHOOL STUDENTS

This study investigated the Factors responsible for the negative attitude of secondary school students towards spoken English (phonetic), focusing on five key areas: articulatory, auditory and acoustic aspects, vocabulary development, creativity, revision skills, and attitudes towards spoken skills. The descriptive research design was used for this research work. Four research questions were drawn up to guide this study. Questionnaire was designed and analysed data collection. A total of one hundred and thirty three (149) respondents were used for the study. The simple percentage was used for analysing data obtained from the study. The findings revealed that Factors responsible for the negative attitude of secondary school students towards spoken English (phonetic) are of various factors which include proficiency and teaching methodology of phonetics teachers. Additionally, it has been observed that students’ Proficiency in English language, especially phonetics, is a major concern among educational stakeholders. Based on the findings, the study recommends that English teachers should channel their strength of emphasis on those aspect of Spoken English that is not obtainable in our Spoken native tongue. By repetitive activities, the students will familiarize themselves with those difficult but necessary aspects of the spoken English; Language laboratories and functional libraries should be provide in schools to aid learning.

This study explores the influence of school climate on the academic performance of secondary school students in Ikpoba Okha Local Government Area of Edo State, Nigeria,with the primary aim of understanding how environmental and relational factors within schools impact student achievement. The research seeks to identify specific elements of school climate that contribute positively or negatively to students' academic success and to determine the differences in school climate between private and public schools, as well as their respective effects on performance. Ultimately, the purpose is to inform educational policies and interventions aimed at enhancing school environments to foster better academic outcomes for students.Employing a descriptive survey design, the study gathered data from a sample of 100 students selected through simple random sampling from five public and five private secondary schools. The primary instrument used was a structured questionnaire based on a modified Likert scale, which was validated through expert review and tested for reliability via a test-retest method. Data analysis involved descriptive statistics, including mean scores, with a predetermined criterion mean of 2.50 to determine the significance of responses. This approach allowed for an objective evaluation of students’ perceptions regarding various aspects ofschool climate and their impact on academic performance.The findings reveal that school climate has a significant effect on students' academic success, with positive climates fostering engagement, motivation, and higher achievement,whereas negative environments correlate with poor performance. Notably, private schools tend to have more conducive climates characterized by better safety, infrastructure, and motivated teachers, which translate into higher student performance compared to public schools. Based on these insights, the study recommends that educational authorities prioritize improving infrastructural facilities, safety measures, and teacher motivation within public schools, as well as promoting policies that cultivate supportive and psychologically safe learning environments. Such targeted interventions are essential to bridge performance gaps and enhance overall educational quality.

Background: Promoting health literacy (HL) at an early age is a key intervention strategy to reduce disease burden and health disparities. Active transport on the other hand involves a form of physical activity for everyday transportation either by walking or cycling. With the benefits of physical activity, leading a physically active life and avoiding long episodes of sedentary behavior, can help prevent non-specific health complaints and improve overall well-being among adolescents. Both HL and active transport are important determinants of health however studies on their relationship are limited. Aim: This study aimed to influence of health literacy on active transport among secondary school students in Benin City, Edo State. Method: This study utilized a cross-sectional study design. A total of 354 students were recruited from 11 secondary schools across Egor local government area, Benin City. The association between health literacy and active transport was determined by linear or logistics regression models. A p-value <0.05 was considered statistically significant. All analysis was performed using IBM SPSS Statistics for windows version 24. Results: 331 (93.5%) of the respondents had inadequate level of health literacy. A total of 153 (43.2%) of the respondents engage in active transport with 86 (24.3%) commuting on foot and 67 (18.9%) on bicycle. There was no significant influence of health literacy on active transport. Conclusion: This study found that secondary school students in Benin City spend little time on active transportation and possess an inadequate level of health literacy, but has a high frequency of active transportation. Health literacy does not influence time spent using active transport among secondary school students in Benin-City. Keywords: Health literacy, active transport, secondary school, students

The purpose of this study is to investigate punishment and reward as correlates on discipline among senior secondary school students, and punishment and reward on discipline by sex and age.It also discusses on the importance of this study to parents, teachers, school administrators and students in Ovia-North East Local government in Edo State. The Study adopted the descriptive research design with the population consisting of 4,807 senior secondary schools from the 28 senior secondary
schools in the local government. A sample of 100 students were selected using multi stage sampling technique to select 5 schools from the 28 schools on Ovia-North East Local government,the study used questionnaires for data collection instrument and data was analyzed using descriptive statistics to establish the relationship between punishment and reward on discipline
among senior secondary school students.To test the reliability of the instrument, the Cronbach Alpha Statistics was used.The reliability of the study was .869.Data collected was analyzed using descriptive statistics such as frequency count and simple percentage. The findings revealed that both rewards and punishments play significant roles on discipline among senior secondary school students in Edo state. Rewards, particularly intrinsic ones like praise and recognition, were found to be effective in motivating students and promoting discipline as well as punishment.

The main aim of this research is to investigate the impact of societal influence on the
behavior of secondary school students in Egor local government area of Edo state . Descriptive survey research design was adopted for this study; 200 students selected through
the simple random sampling techniques participated in the study by providing data which
were sought through the use of questionnaires. The researcher’s supervisor validated the
questionnaire and descriptive statistics of frequency count and simple percentages were used
for analyses. The study revealed rhat the society influences the behavior of students either positively or
negatively .Through the various agents of societal influence, a child becomes acquitted with
his or environment. The role of parents as a social agent plays a prominent role in shaping a
child’s behavior toward his or her academics. The study reveals the impact of societal
influence on the behavior of secondary school students, examining how external factors
shape their attitudes, values and actions. The research highlights trends such as the growing
role of social media in influencing values and socio economic differences on the decision
making and aspiration of students. These influences can foster both constructive behaviors
such as leadership and academic diligence invluding aggression, delinquency and low self- xi
esteem. Societal influences including peer pressure, cultural norms, family and media
influences students’ academic performances. This research analyses data by collecting data
through questionnaires to identify the most impactful societal factor and their correlation
with students’ behavior. The study highlights the role of family in fostering positive
behaviors wjile addressing challenges such as delinquency and academic unachievement. The study reveals that supportive social structure can help reduce negative pressures and
promote students’ positive behavior