LEARNING

This research examined the extent of A Quasi-Experimental Study on the Effect of Informatics in Teaching and Learning in Universities in Edo State, with particular emphasis on differences across federal, state, and private institutions. The study adopted a descriptive survey research design and was guided by the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). Data were collected from 345 lecturers and students using a structured questionnaire designed around key constructs such as ICT infrastructure availability, utilization, digital competency, and perceived challenges. Data analysis involved descriptive statistics, Analysis of Variance (ANOVA), correlation, and regression analysis using SPSS. Findings revealed that ICT infrastructure and utilization levels were generally high, with private universities demonstrating significantly higher adoption compared to public institutions. Gender did not significantly influence ICT utilization, while institutional type and academic role (lecturer or student) were significant determinants. Regression results further confirmed that ICT utilization positively and significantly enhances teaching and learning effectiveness. The study concludes that institutional readiness, infrastructural support, and digital competency are critical to effective ICT integration in higher education. It recommends increased investment in ICT infrastructure, continuous capacity building, and supportive institutional policies to enhance technology driven teaching and learning.

The growing sophistication of phishing attacks continues to threaten digital security, causing financial losses, data compromise, and reduced trust in online platforms. Traditional blacklist and rule-based systems struggle to detect newly emerging phishing patterns, highlighting the need for adaptive, intelligent, and automated approaches. This study addresses this challenge by developing a machine learning-driven phishing vulnerability prediction model capable of accurately distinguishing phishing websites from legitimate ones. The objectives include dataset acquisition, feature preprocessing, model development, and performance evaluation. A labelled URL-based phishing dataset sourced from Kaggle was cleaned, encoded, normalized, and split using an 80:20 train-test ratio. Four supervised learning algorithms: Logistic Regression, Decision Tree, Random Forest, and Extreme Gradient Boosting (XGBoost), were implemented and assessed using Accuracy, Precision, Recall, and F1-score. Among all models, XGBoost achieved the best performance with an Accuracy of 0.96, Precision of 0.97, Recall of 0.96, and an F1-score of 0.96, demonstrating strong predictive ability and robustness. Random Forest also performed well but with slightly lower scores. The final XGBoost model was deployed in a Flask-based web application to provide realtime phishing detection and user awareness. The findings confirm that machine learning, particularly ensemble-based methods, provides a scalable and highly effective approach to phishing vulnerability prediction. However, limitations include reliance on static URL features, dataset-specific bias, and the absence of behavioural or real-time network indicators. Future work should incorporate hybrid features, adversarial robustness testing, and explainable AI techniques to improve transparency and adaptability to evolving phishing attacks.

This thesis presents the design and development of an Adaptive Learning Support System that leverages real-time learner analytics, intelligent recommendation techniques, and Explainable Artificial Intelligence (XAI) to enhance personalized education delivery. The proposed system integrates several interconnected modules—including data acquisition, learner state monitoring, adaptive content delivery, personalized recommendations, intelligent interventions, and teacher in-the-loop support—to create a responsive learning environment capable of adjusting to each learner’s unique needs. By analyzing behavioural patterns, content interactions, assessment performance, and contextual factors, the system dynamically recommends suitable learning materials while providing transparent explanations of its decisions. The intelligent services layer ensures scalability, interoperability, and continuous optimization across modules. Overall, the system aims to improve learner performance, engagement, and instructional efficiency, offering a robust and modern approach to adaptive education grounded in computational intelligence, machine learning, and human-centered design principles.

The Study Examined “The Influence Of Information And Communication Technology For Enhancing Effective Teaching And Learning Of Business Education Programme In Universities In Edo State” Four research questions were used to guide the study. The research model was administered with the aid of a Questionnaire which was used to guide the study; To what extent does the use of computers influence the teaching and learning of the Business Education program in universities in Edo State? To what extent does telecommunication systems influence the teaching and learning of the Business Education program in universities in Edo State? To what extent does internet influence the teaching and learning of the Business Education program in universities in Edo State? To what extent does video conferencing tool influence the teaching and learning of the Business Education program in universities in Edo State? The population for this study consists of one hundred and eighteen (118) Business Education students in the Department of Vocational and Technical Education in the university of Benin, Benin City, Edo state. As a result of the manageable size, the entire population was used as the sample, hence, a census. In order to determine the reliability of the instrument, copies of the instrument were administered to the twenty (20) business education undergraduate students from Ambrose All University, who were not part of the study population. Thereafter Cronbach statistical tool was used to ascertain consistency. It yielded an alpha value of 0.79, hence the instrument was considered reliable. Findings from this study revealed that: The use of computers influences the teaching and learning of the Business Education program in universities in Edo State to a high extent. Telecommunication systems influence the teaching and learning of the Business Education program in universities in Edo State to a high extent. Internet influence the teaching and learning of the Business Education program in universities in Edo State to a high extent. The following recommendations were made; Government should provide adequate funding for Information and Communication Technology infrastructure, training, and resources, government should establish policies that support information and communication technology adoption and integration in business education program and offer grants for research and projects that promote information and communication based teaching and learning, students should be able to acquire skills in using digital tools, software, and platforms to enhance learning and productivity and engage in online discussions and forums to enhance understanding, share knowledge, and collaborate with peers.

The study investigated the influence of Audio-visual materials in the teaching and learning of physiology among Special Education students in the University of Benin. The sample of the study comprised eighty (80) Special Education students in Faculty of Education, University of Benin. The study adopted descriptive survey and the instrument for data collection was titled “Use of Audio-visual material questionnaires. Three research questions were raised and analyzed with descriptive statistics of mean and standard deviation. The findings of the study revealed that not all the audiovisual materials are available in the teaching and learning among Special Education students in the University of Benin, it therefore recommended among others, collaborating with the government to provide adequate audio-visual materials for the Special Education students.

Background: Simulation-based learning is essential for preparing and training undergraduate students for their professional roles and enhancing their experiences and skills. Simulation-based learning (SBL), however, has not been widespread, despite its integration in the university curriculum. There is a gap in understanding how undergraduate students perceive and engage with simulation base learning. Objective: This study aims to assess the knowledge, attitude and practice of simulation based learning among undergraduate students in university of Benin. Subjects and Methods: A descriptive cross-sectional study design was utilized for this study using a self-administered questionnaire administered to 620 undergraduate students of university of Benin. Data collected was analyzed using IBM Statistical Package for Social Science (SPSS) 27.0. with statistical significance set at p<0.05 and 95% Confidence Interval. Categorical data was presented using frequency tables. Chi-square and Fischer’s Exact tests examined relationship between demographic characteristics and respondent’s knowledge, attitude, practice and challenges towards simulation-based learning. Results: The mean age and parity of respondents studied was 21.1 ± 3.1 years. In terms of sex, 54.8% of the respondents were male, and 45.2% were female. The tribal distribution of the respondents showed Benin (34.5%) with the highest proportion. Five hundred and twenty-five (84.7%) respondents were aware of simulation-based learning with 193 (36.7%) having good knowledge of SBL. Department and academic level were significant predictors of good SBL knowledge with respondents form Medicine and 600 level students showing a p-value of 0.042 and 1 respectively. In relation to attitude, 447 (85.1%) respondents had positive attitude towards simulation based learning while only 78 (14.9%) had negative attitude. Good knowledge and Academic level were significant predictors of attitude toward simulation-based learning with respondents from fourth-year having a coefficient of 0.836 with a p-value of 0.053, suggesting a near-significant positive influence on supportive attitudes, while respondents from sixth-year and respondents with good knowledge of SBL as reference category. In relation to practice, 53.9% (334) had participated in simulation-based learning activities, while 46.1% (286) had not. The academic level of study of respondents in their sixth year, good knowledge and attitude had a strong predictive value and significantly influenced participation of simulation-based learning. Conclusion: The study revealed that while awareness of simulation-based learning is high, over two-thirds of students showed limited understanding of its concepts, especially younger and less advanced students. Over four-fifths had a positive outlook on simulation-based learning, recognizing its value in enhancing knowledge and skills. Although more than half had participated in SBL activities, current engagement was lower, with only four-tenths actively involved. High-fidelity mannequins and virtual patients were commonly used, indicating a preference for realistic simulations. Notably, over one-fifth of respondents reported challenges, such as inadequate infrastructure, limited resources, technical issues, and time constraints, which hinder effective simulation-based learning implementation.

This study investigated the impact of Instructional Materials in the teaching and
learning of adult education in the University of Benin. The purpose of the study
was to find out the effectiveness of Instructional Materials in the teaching of Adult Education in University of Benin Edo State. Five research questions were raised. The research instrument was questionnaire. The population of study covered all adult education students in the University of Benin. Simple random sampling technique was used to select One hundred and five (105) students. The findings showed that Instructional Materials were very vital and important in improving the effectiveness of the teaching learning process in Adult Education Programme in the University of Benin. Hence, it was recommended that the use of teaching aid should be made available and compulsory for Adult education students in the University of Benin.

This study aimed at examining the influence of assistive technology in special education. Four research questions were raised to guide the study. The design adopted for this study is the survey research design. The sample consisted of 100 respondents (teachers) randomly selected from 10 schools in Ovia North East Local Government. Questionnaires were used for the collection of data from 100 (one hundred) respondents which were basically teachers. The research instrument was validated by the researcher’s supervisor and two expert in the department of educational evaluation and counselling psychology The test re-test method was adopted in testing the reliability of the instrument after which the research instruments were administered by the researcher herself. The data obtained were analyzed using mean and standard deviation. Findings revealed that teachers have the right perception on the effects of assistive technology in classes with special needs children. It was also revealed that Teachers have the right attitude towards the use of assistive technology in classes with special needs children. Based on the findings, it was recommended that Government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology. It was also recommended that Special education teacher training institutions should include assistive technology in their preparatory programme that will equip pre-service teachers with the necessaryknowledge and skills that will ensure a minimum level of competence in the classroom.

This study investigated the impact of the language of feminism on the teaching and
learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training ofteachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education.

This study designed is to investigate the factors affecting teaching and learning of economics in public secondary schools in Ikpoba Okha local governments Area Edo
state.to carry out this study, four research questions were raised. The study was descriptive study the population of the study was three hundred teachers. The sample
for the study was 20% of the total population which were selected using the stratified sampling method which gave a sample of 60%. The instrument used for the collection of data was questionnaire. The reliability of the questionnaire was ascertained using test-retest method. Thereafter, the Person Product Moment Coefficient (Pearson r) was determined in its level of reliability. A correlation coefficient of 0.70 was obtained and it showed that the instrument was reliable. The major findings stated that there is a significant difference in the method of teaching that influence the teaching and learning of economics in between low and high qualified teachers in public secondary schools in Ikpoba Okha Local Government Area. The teachers with higher academic qualification’s method of teaching seems to influence the teaching and learning of economics in public secondary schools in Ikpoba Okha Local Government Area than those with lower qualifications.