O.E. Osagiobare

The study examined the influence of marital conflict on the educational advancement of post-graduate students in Edo State. The need to address the concern of stakeholders over the influence of marital conflicts on the educational progress of postgraduate students, in university of Benin, Benin City necessitated this study. To guide the study, five research questions were raised, hypothesized and tested at 0.05 alpha level. The study adopted Survey research method to measure the differences between the variables of the study. The population of the study was Eleven thousand, five hundred (11,500) married postgraduate students in the University of Benin, Benin City, while the target population was Five hundred and thirteen (513) married postgraduate students from the Faculty of Education, University of Benin, Benin City. The sample of the study consisted of Two hundred and twenty five (225) married post graduate students selected through purposive sampling procedures. The research instrument used in collecting data was a self designed questionnaire titled: “Marital Conflict and Students Educational Advancement Questionnaire (MCSEAQ)”. The instrument was validated by the researcher’s supervisor in the Department of Educational Foundations and two experts from the Faculty of Education, University of Benin. The Cronbach’s Alpha Statistics was used to establish the reliability of the instrument, the alpha value of 0.87 was obtained. Demographic characteristics of the respondents were analyzed with percentage while the hypotheses formulated were tested using Chi-square statistics. The findings revealed that there is a difference between the nature of marital conflicts among employed married post-graduate students and unemployed post- graduate students in University of Benin. The study also showed that there is a difference between the causes of marital conflicts among employed married post- graduate students and unemployed post-graduate students in University of Benin and that there is a difference between the influence of marital conflicts on the educational progress of married male post-graduate students and that of married female post-graduate students in the University of Benin. The study further revealed that there is a difference between the coping strategies employed by employed post-graduate students of University of Benin experiencing marital conflicts and that of unemployed post-graduate students of University of Benin experiencing marital conflicts, In view of the findings, the study recommends, among other, that the findings of this study be made available for use in educational planning and improvement. There was need for the University of Benin to have guidance Counsellors, who could counsel married students experiencing marital conflict.

This study investigated the problem of the implementation of art curriculum of fine arts in senior secondary school in Etsako west LGA of Edo state. Descriptive survey research design was adopted to accomplish the purpose of the study. Questionnaires were used as the research instrument in conducting the research while the information was collected from ten (10) accessible fine art teachers in Etsako West LGA. The Pearson's Product Moment Correlation Co- efficient obtained was 0.71, indicating that the instrument was reliable. The data
collected was analyzed using simple percentage, means, standard deviation. The study conclude that the extent of coverage of Fine Art curriculum content at secondary schools is to a low extent and that the effects, lack of instructional/art materials have on the teaching- learning in art education is to a high extent and the study concludes that the capital facilities in (structures) in schools which enhance the smooth implementation of curriculum of Fine Arts is too a low extent. The study recommend that government should provide enough facilities, such as workshops, electricity, water and space at least to the already existing schools that can stand their grounds to flag up art as subjects at all levels

This study examines the role of history education in nation-building, focusing on public secondary schools in Egor local government of Edo state. Four research questions were posed to explore the influence of history education on national identity formation, political attitudes, civic engagement, and the challenges encountered in teaching history. A sample of 120 history/social studies students from four public senior secondary schools was surveyed using the "Role of History Education in Nation Building Questionnaire (RHENBQ)." The findings indicate that history education constructs narratives that shape collective memory and critical thinking, while also influencing political attitudes and democratic values by fostering empathy and enhancing critical thinking skills. Moreover, teaching history in schools contributes to nation-building efforts by promoting national identity, empathy, civic values, and critical reflection on the past. However, challenges such as limited curriculum, insufficient teaching manpower, and political interference hinder effective history instruction in schools. Recommendations include exploring innovative pedagogical approaches, leveraging digital technologies, and addressing curriculum gaps to enhance history education and its role in nation-building. Additionally, future research should delve into specific pedagogical strategies, the impact of digital
tools, and ways to mitigate challenges in teaching history effectively.

This study examines the role of history education in nation-building, focusing on public secondary schools in Egor local government of Edo state. Four research questions were posed to explore the influence of history education on national identity formation, political attitudes, civic engagement, and the challenges encountered in teaching history. A sample of 120 history/social studies students from four public senior secondary schools was surveyed using the "Role of History Education in Nation Building Questionnaire (RHENBQ)." The findings indicate that history education constructs narratives that shape collective memory and critical thinking, while also influencing political attitudes and democratic values by fostering empathy and enhancing critical thinking skills. Moreover, teaching history in schools contributes to nation-building efforts by promoting national identity, empathy, civic values, and critical reflection on the past. However, challenges such as limited curriculum, insufficient teaching manpower, and political interference hinder effective history instruction in schools. Recommendations include exploring innovative pedagogical approaches, leveraging digital technologies, and addressing curriculum gaps to enhance history education and its role in nation-building. Additionally, future research should delve into specific pedagogical strategies, the impact of digital tools, and ways to mitigate challenges in teaching history effectively.