F. O. AHANOR

This study examined the influence of visual instructional materials on the academic performance of Biology students in Egor Local Government Area of Edo State. The objectives of the study were to determine the availability, frequency of use, students’ perception, and challenges associated with the use of visual instructional materials in Biology instruction. A descriptive survey research design was adopted, and a total of seventy (70) respondents—including Biology teachers and SS2 students—were selected from public secondary schools within the study area. A structured questionnaire was used for data collection, and the results were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that visual instructional materials such as diagrams, charts, preserved specimens, microscopes, and digital resources are highly available in the schools. The results also showed that teachers frequently use these materials during Biology lessons, and students demonstrated a highly positive perception of their effectiveness. Students indicated that visual materials enhanced their understanding, improved recall of concepts, increased interest in Biology, and contributed positively to their academic performance. However, the study also identified several challenges affecting effective utilization of visual instructional materials, including inadequate funding, unstable electricity, limited supply of materials, large class sizes, and insufficient teacher training. The study concluded that visual instructional materials play a significant role in improving students’ comprehension, engagement, and performance in Biology. It therefore recommended improved funding, regular teacher training, adequate provision of instructional resources, and infrastructural improvement—especially in electricity supply—to enhance the effective use of visual instructional materials in Biology classroom.

The researcher wishes to express her heartfelt gratitude to the Almighty God for His abundant wisdom and inspiration throughout the course of this research. His guidance and protection have been invaluable, enabling her to complete this work. She extends her sincere appreciation to her project supervisor, Dr. F. O. Ahanor, for his insightful suggestions, unwavering support, and the patience he exhibited in reviewing her work. His technical guidance and supervision, despite his demanding schedule, have been instrumental to her academic journey. The researcher is also grateful to the Head of the Department of Educational Management, Professor F.O Idehen, and her esteemed lecturers, for their contributions and encouragement throughout her studies at the University of Benin. She would like to acknowledge and expresses her gratitude to her father Mr. Ferdnard Usamah ikechukwu for his financial support, guidance and encouragement. Secondly, she would like to acknowledge her mom; Mrs. Vivian Usamah obiajulu, for her prayers, love and support. which greatly aided her successful completion of this project. She also want to thank her siblings destiny, Hilda and Emma for showing her loving. Lastly, She want to thank her friends abraham, Victor Damola, tall victor, Gozie, Debbie and all my classmates for their friendship and support. Their unwavering support has been a source of strength and motivation throughout her journey.

This study was to investigate the impact of virtual and augmented reality on students’ motivation and interest in Integrated Science. The instrument used for data collection was questionnaire, which was developed and administered to 20 students from 5 junior Secondary Schools in Ovia North East local government area of Edo state. The data from their responses were analyzed with the use of simple percentage. The result revealed that using virtual reality in learning science increases the interest in the subject and it makes science more engaging and enjoyable, the impact of augmented reality on students’ motivation and interest positively influences and improves their understanding and attitude towards learning science. Virtual and augmented reality enhances motivation to engage in studying science and it makes learning science more interesting. VR and AR enhance students’ participation in science, improves their understanding of scientific concepts and increases their motivation to learn about science, while some limitations of VR and AR are expensive technology and resources, also VR and AR might distract students from the actual scientific content by focusing on the technology itself It is therefore recommended that Education authorities and institutions should consider integrating VR and AR applications into the science curriculum. Schools school invest in the necessary hardware and software infrastructure to support VR and AR in classrooms. Developers should create high-quality, curriculum-aligned VR and AR content for science education. Efforts should be made to ensure equitable access to VR and AR resources, especially in underserved communities to bridge the digital divide in education.

The purpose of the study is to determine the influence of gender difference on students’ academic performance in Ovia North-East Local Area of Edo State. The target population for the study comprise of teachers in senior secondary school in Ovia North-East Local Government Area of Edo State. A sample size of 80 senior secondary schools which consist of 8 teachers from each school, descriptive survey designed was used for the study. The reliability was done by administering questionnaire to 20 respondents and the data obtained correlated using the Pearson Product Moment Correlation Coefficient to determine its appropriateness and a reliability value of 0.698 was gotten The findings from the result includes: It was discovered that female perform much better than their male counterpart; that in the subject level girls perform much better than their male counterpart. It was recommended schools administrators’ should improve teachers working conditions by, increasing their numeration and fringe benefits to motivate them for work. They can also be made aware of impact of their actions on girl’s child education.