Benin Journal of Educational Studies http://beninjes.com/index.php/bjes Institute of Education, University of Benin, Benin City, Nigeria en-US Benin Journal of Educational Studies 0189-2819 Challenges And Strategies of Conflict Management in Secondary Schools http://beninjes.com/index.php/bjes/article/view/116 <p>This paper discusses the challenges and strategies of conflict management in secondary schools. The school is an institution that brings together diverse identities. The school as a social system is filled with diverse personalities, rules, and values and is full of conflicts, problems, and differences between the different individuals that make up the school (students, teachers, staff, and parents). It is therefore essential for proper management of conflicts that may arise so that harmony and respect will be present in the school. Ending school conflict is impossible, since they are intrinsic to the human being, being an integral part of their development and the interpersonal relationships, they experience daily. Learning to live with school conflict requires creating attitudes of openness, interest in differences, and respect for diversity, teaching how to recognize injustice, taking measures to overcome it, resolving differences constructively, and moving from conflict situations to reconciliations. So, it is essential that the initial and continuous training of teachers encompasses conflict management, providing them with tools so that they can resolve the conflicts they experience in the class and school in general</p> Edna Ikhielea Usigbe Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 1 7 Fostering Excellence in Teaching and Learning at the University Level http://beninjes.com/index.php/bjes/article/view/117 <p>This paper begins by examining the key concepts in the title, breaking these into finer components, and seeking responses to the following questions (a) what is Teaching? (b) What characterizes EXCELLENT TEACHING? (c) What is Learning? (d) What would qualify as Excellence in Learning given the world for which we are preparing today's university students? The answers to these preliminary questions then provide the guide to the development of an appropriate strategy for fostering excellence in teaching and learning at the university level. The paper is not to be seen as a mere catalogue of instructions on how to teach. It has instead considered the concepts of excellence as applied to Teaching (more of guiding and less of telling) and Learning (more of how effectively you have learnt how to learn and less of how much you have learnt). It has also placed the subject under discussion on the pedestal of entrenching (not just promoting) excellence in teaching and learning in the broader context of enabling institutional policy guidelines that should recognise excellence in teaching as a strong element of the development of the academic needed for the knowledge economy of the 21st century</p> Pai Obanya Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 8 19 Difficult Topics in Mathematics as Perceived by Senior Secondary School One Student in Benin Metropolis, Edo State http://beninjes.com/index.php/bjes/article/view/118 <p>The study investigated the perceived difficult topics in Senior Secondary Schools (SSI) Mathematics by students in Benin Metropolis, Edo State. Four research questions guided the study. The study adopted a descriptive survey research design. The population consisted of senior secondary school one student (SSI) students in Benin City, Edo State. The sample size consisted of 250 students selected from 16 public and 30 private senior secondary school one (SSI) students in Benin City using the multi-stage sampling technique. The questionnaire was the instrument for data collection. The validity of the instrument was ascertained by three experts in the field of Mathematics, and Measurement and Evaluation, at the Institute of Education, University of Benin. The reliability of the instrument was ascertained using the Cronbach alpha reliability statistic and gave an alpha value of 0.89. The data collected were analysed using mean and standard deviation, and the independent sample t-test, at a 0.05 level of significance. The findings revealed that simple equations and variation, quadratic equations, geometrical construction, trigonometry, formal geometry, mensuration, and logical reasoning were perceived by the students as very difficult, modular arithmetic was difficult while number base system, indices, and statistics and data presentations were less difficult. In addition, a significant difference exists in the perception of difficult mathematics topics by gender, school location and schools. It was recommended among others that workshops should be organized for the teachers of mathematics to train them on how to effectively teach the identified difficult mathematics topics in the senior secondary one school curriculum</p> Kennedy Imasuen Igho Sylvester Omoni Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 20 29 Impact Of Rural Water Supply and Health on Community Development in Bayelsa State http://beninjes.com/index.php/bjes/article/view/119 <p>This study was designed to determine the impact of rural water supply and health on community development in Bayelsa State. To achieve the purpose of this study, five research questions were raised and answered. The descriptive survey research design was employed for this study. The population of this study includes three thousand eight hundred and twenty-seven (3,827) adult indigenes in six (6) communities in Bayelsa State while a total sample of three hundred and seventy-nine (379) respondents was used as a sample for the study. The instrument for data collection was a structured questionnaire which was validated and pre-tested to determine its reliability. Data generated were analysed with Frequency count, percentage and mean score analyses. Findings from the study revealed that sources of potable water supply available in Bayelsa State include rivers, streams, boreholes and wells. The most common water-related diseases associated with the level of water supply in rural communities of Bayelsa include cholera, typhoid, dysentery, skin infections, diarrhoea, and guinea worm and water-related diseases affect active participation of the community people in rural development efforts or activities by affecting the health of community people, making people indisposed to community activities. It also prevents people from interacting properly with others and more strength is devoted to the search for cure than community matters. Based on the findings and conclusions from the study, it was recommended that government authorities should make adequate provision for accessible water to the community people. In addition, community education practices should include issues such as water treatment procedures and environmental sanitation activities to avoid the prevalence of water-related diseases. Finally, relevant agencies and organisations should make efforts to educate community members on the disadvantages of open defecation and the harmful effects of contaminated water as well as methods of purifying water</p> Chimezie DIWE Marcel Osagie UWENBOR Nehikhare Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 30 37 Survey of Teachers’ and Students’ Views on the Level of Implementation of Secondary School Physics Curriculum and Students’ Performance in Bauchi Education Zone, Bauchi State, Nigeria http://beninjes.com/index.php/bjes/article/view/120 <p>This study investigated the Survey of Teachers’ and Students’ Views on the Level of Implementation of Secondary School Physics Curriculum and Students’ Performance in Bauchi Education Zone, Bauchi State, Nigeria. The study adopted a Descriptive Survey research design employing a random approach. Twenty Physics teachers were sampled with at least one Physics teacher and a student from each of the senior science secondary schools in the zone. Ten schools used for the study were selected from the twenty-three public schools within the Bauchi Education Zone of Bauchi State using random sampling techniques. The reliability of the instrument was computed using the Cronbach alpha reliability coefficient index. The reliability was found to be an Inter-rater of a value of 0.76. The instrument was validated by three experts among these include: Dr. Joseph J. Mawak, Department of Measurement Evaluation, Prof. Isa Sa’idu and Dr. I. S. Usman, Department of Science and Technology Education, Faculty of Education University of Jos, Nigeria. The instrument for the study was a researcher-designed Level of Implementation of Physics Curriculum (LIPC) questionnaire which consisted of 95 items. Two research questions and Two research hypotheses were formulated and tested at 0.05 alpha level. The hypotheses were tested using the Pearson Chi-Squared test, mean and Pearson Product Moment Correlation method. The Statistical Package for Social Sciences (SPSS) Version 25 statistical tool was used to analyse the data. Findings from the study showed that: there was a significant relationship between teachers’ views on the level of implementation of Senior Secondary School Physics Curriculum and there were significant factors responsible for the implementation of Senior Secondary School Physics Curriculum. It was therefore recommended among others that Physics teachers with lower academic qualifications such as Nigeria Certificate in Education (NCE) and Higher National Diploma (HND) should embark on in-service study that can improve their teaching qualification. This study can be replicated further in a wider population of senior science secondary schools in Bauchi State and other parts of the country to factors that influenced the level of curriculum implementation and students’ performance in senior secondary school Physics</p> Mankilik Mangut Dinnigwa Manasseh Mailafiya Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 38 47 Learners’ Acceptance and Perceived Benefits of Online Facilitation in Open and Distance Learning Institutions in Nigeria http://beninjes.com/index.php/bjes/article/view/121 <p>This study investigated learners’ acceptance and perceived benefits of online facilitation in open and distance learning institutions in Nigeria. The descriptive survey research design was adopted for the study. The population of the study consisted of all ODL students in the 3 selected Open and Distance Learning (ODL) institutions in Nigeria. The two oldest ODL dual-mode institutions (the University of Nigeria Distance Learning Centre (UNN-DLC), Nsukka, and the University of Lagos, Distance Learning Institute (UNILAG-DLI), Lagos) and the only single-mode ODL institution (the National Open University of Nigeria, (NOUN)] were purposively selected for the study. A simple random technique was used to select learners from the three universities. The total sample size of 829 learners participated in the study. Two research questions guided the study while two hypotheses were tested at a 0.05 significant level. A researcher developed a questionnaire titled: Open and Distance Learners’ Acceptance of Online Facilitation Questionnaire (ODLAOFQ) was the instrument used for data collection. Data collected were analysed using descriptive statistics such as frequency counts, percentages, and mean, and inferential statistics such as analysis of Variance (ANOVA). Results showed among others that the F value of 5.024 is statistically significant at a 0.05 level of significance which implies that the mean differences in the level of acceptance of online facilitation as the medium of instructional delivery across students’ age groups are statistically significant. Based on the findings of the study, it was recommended among others that institutions should assist learners with subscribed laptops, and internet data to sustain their interests in online facilitation</p> Leah Olubunmi Oni Josiah Owolabi Johnson Opateye Lukuman Bello Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 48 57 Multiple Social and Academic Roles of Postgraduate Student-Mothers in a Western Nigerian University http://beninjes.com/index.php/bjes/article/view/122 <p>The Sustainable Development Goals (SDGs) 2030 projected an inclusive and equitable quality education to all citizens, achieving the right to education for all irrespective of their gender. Women in general and student-mothers in particular are builders of a nation as their male counterparts. In ensuring that studentmothers receive an inclusive and equitable quality education, they combine multiple roles with their academics. This study examines the relationship between post-graduate student-mothers' multiple roles and academic success in tertiary institutions in Nigeria. The study was guided by two research questions and three hypotheses tested at a .05 level of significance. The study adopted a survey design type. Data was collected from a sample of 55 postgraduate student-mothers undergoing their Post Graduate Diplomas at Lagos State University through a self-developed questionnaire. Findings showed that there was no significant relationship between the number of children and role conflict of student mothers  2 (3, N = 55) = 2.875, р =.411. Also, there was no significant difference in the role conflict of student-mothers based on marital status,  2 (1, N = 55) = 2.426, р =.119. However, there was a significant difference between the support student-mothers receive and their academic achievement, t = -2.416, df = 53, p = .019. Student-mothers who received support had a better academic performance than their counterparts who did not receive support. It is recommended that among others the government and school management should provide child care and create campus support units</p> Akpezi Benjamin Etobro R. Omonike Lawal Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 58 67 Peace and Security for Sustainable Development in Nigeria: Implications for Management of Secondary Education. http://beninjes.com/index.php/bjes/article/view/123 <p>The paper examines peace and security for sustainable development in Nigeria and implications for the management of secondary education. Peace and Security are paramount to every society. But in Nigeria, banditry, kidnapping and robbery have become the order of the day. This has become a threat to the management of secondary schools where students and teachers live in perpetual fear. Major concepts defined in this paper include Peace, Peace Education, Security and management. The paper was further discussed under the following subheadings: the need for Peace Education, the relationship between peace and security, the theoretical pathway of peace and security and its implications. The paper concludes that there is a need to not only advocate for peaceful co-existence with each other but to ensure that actions and inaction work towards peace. The security of every student and staff should be paramount to all stakeholders and levels of government. Students can only learn in a friendly atmosphere, all stakeholders in secondary education should harness every opportunity to promote peace education. It was recommended that peace education should be part of the school curriculum and adequate security should be provided for secondary schools</p> Josephine Eleojo Haruna Ohunene Florence Omuya Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 68 74 Impact of Technology on Students’ Achievement in English Vocabulary in Senior Secondary Schools in Odeda Local Government Area, Ogun State http://beninjes.com/index.php/bjes/article/view/124 <p>This study investigated the impact of technology on students’ achievement in English vocabulary in Odeda Local Government Area, Ogun State. The study adopted the survey research design. Three senior secondary schools were randomly selected from 12 public senior secondary schools in Odeda Local Government Area of Ogun State. Fifty SS II students were randomly selected from each school making a total number of 150 SS II students. A questionnaire on the Impact of Technology on Achievement in English Vocabulary (r=0.76) was used for data collection. The instrument was validated by experts in Language Education. Data collected were analysed using descriptive statistics of frequency count, percentage scores, mean, standard deviation and inferential statistics of t-test at 0.05 level of significance. Findings of the study revealed among others that there was no significant difference between the level of impact of technology on male and female students' achievement in English vocabulary (t = -.411; df=148; p&gt;0.05). Based on the findings, it was recommended among others that English language teachers should create a friendly and supportive environment that will allow technology to be properly used in teaching English vocabulary</p> Olamide Olatunji Sheriff Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 75 82 The Effectiveness of An Activity–Based Education Technique Using a Role-Playing Analogy in Improving Students' Conceptual Grasp of Hydrocarbon http://beninjes.com/index.php/bjes/article/view/125 <p>This study determined the effects of activity-based education techniques using the role-play analogy in improving students’ conceptual grasp of hydrocarbon. The study adopted a pre-test post-test non-equivalent design, and a quasi-experimental design. Three research questions were raised. The population of this study is 365 students from 15 public secondary schools in Okitipupa Local Government Area of Ondo State The sample for this study consisted of seventy-five S.S.S II chemistry students (35 males and 40 females) with 38 students in the experimental group (18 males and 20 females) and 37 students in control groups (17 males and 20 females) in two senior secondary schools sampled from 15 public mixed schools. This study employed a simple random sampling technique using the balloting method. The instrument used for data collection was the Hydrocarbon Conceptual Cognition Test (HCCT) which was validated through content validity using a table of specification and a reliability coefficient of 0.80 was established. Data collected were analysed using descriptive statistics and analysis of covariance. The findings of this study revealed that students in the experimental group had the highest conception scores compared to students in the control group. The findings also revealed that both education techniques were not gender sensitive and the role-play analogy education technique has positively influenced the hydrocarbon conceptual understanding of students in chemistry. It was therefore recommended that the curriculum developers should review their curriculum and include the use of role-play methods for effective teaching process.</p> Iyabo Ayodeji Ukanah Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 83 91 The Role of Educational Management in Nigerian Universities for Fostering Entrepreneurial Skills for Sustainable Development http://beninjes.com/index.php/bjes/article/view/126 <p>This paper looks at the position of educational management in Nigerian universities in fostering entrepreneurial skills for sustainable development. There is a need for sustainable development in Nigeria, universities are given the role of nurturers of entrepreneurship. Entrepreneurship is very essential for the growth and development of any nation. It provides individuals with self-employment and gives a sense of self-reliance. The promotion of entrepreneurial skills in Nigerian universities would no doubt boost the Nigerian economy. Entrepreneurship education is implemented into the curriculum to provide support for entrepreneurial initiatives, administrators are mentors in empowering students to become creative minds as well as problem solvers Thus, it is pertinent for Nigerian university administrators to carry out certain roles to achieve this and this paper is geared towards discussing these various roles. The problems encountered by university administrators in their roles for the promotion of entrepreneurial skills in their universities were also discussed including lack of funds, lack of facilities, poor training and inadequate skills to carry out administrative roles amongst others. In conclusion, entrepreneurial skills are fundamental and vital for a country's development. In the university, the entrepreneurship program needs to be implemented as part of the curriculum and recognized as a future design for employability skills and sustainable development. Several suggestions were put forward which included the role of Nigerian university administrators in curriculum implementation to achieve efficiency in the promotion of entrepreneurial skills</p> Stella Ofor-Douglas Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 92 112 Unlocking University Undergraduates’ Potentials for Sustainable Development Through Entrepreneurship Education in the 21st Century Nigeria http://beninjes.com/index.php/bjes/article/view/127 <p>In this paper, the importance of unlocking the potential of undergraduates in Nigerian universities for sustainable development was discussed. Skilled individuals with potential are those individuals who are greatly encouraged to pursue their dreams and are further provided with an enabling environment to develop their innate skills, their potential to succeed is actualized and the result is that their dreams can be realized. The Administrators are people in positions of authority, they are in charge of policy-making which includes activities that would aid the development of different skills of their students. Thus, university administrators are inadvertently in charge of the development of policies that can unlock the potential of their undergraduates to attain sustainable development. It was discussed in this paper that the major way this goal of unlocking undergraduate potential can be achieved is through the provision of entrepreneurship education. Problems that may hinder this lofty goal were discussed to include; inadequate funding, scanty supply of facilities, poor motivation, and insufficient supply of quality lecturers amongst others. In this paper, it was concluded that entrepreneurship education is a very necessary tool for unlocking undergraduate potential and that university administrators should make it a priority to provide quality entrepreneurship education for their students. This paper provided plausible suggestions for the problems hindering the development of undergraduate potential including the provision of funds by the Federal government, encouraging partnerships with foreign counterparts, provision of facilities, and increased motivation among others</p> Stella Ofor-Douglas Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 113 125 Relationship Between Work Ethics and Senior Non-Teaching Staff’s Productivity in South-South Universities in Nigeria http://beninjes.com/index.php/bjes/article/view/131 <p>This study examined the relationship between work ethics and senior non-teaching staff productivity in universities in South-South, Nigeria. Three research questions were raised and one was hypothesized to guide the study. The descriptive survey correlational research design was adopted for the study. The target population of the study comprised 9,508 out of which Nine hundred and twenty-three (923) senior non-teaching staff were selected across south-south universities in Nigeria. The multistage and proportional-to-size sampling techniques were used in obtaining the sample size. The research instruments were questionnaires, titled, Work Ethics Questionnaire and Productivity Rating Scale. The reliability of the Work Ethics Questionnaire was 0.695 using Pearson (r). The Cronbach alpha, reliability of the Productivity Rating Scale was 0.734 at 0.05 level of coefficient. Mean rating and standard deviation were applied to answer research questions while the Pearson Product Moment Correlation Coefficient was used to test the hypothesis formulated. Findings from the study revealed that the level of compliance of senior non-teaching staff with work ethics in South-South Universities in Nigeria was low. There was a significant relationship between work ethics and senior non-teaching staff productivity in south-south Universities in Nigeria. The study therefore recommended that senior non-teaching staff in South-South, Nigeria, improve their compliance with work ethics to increase their productivity within the University system</p> Deborah Adejumoke Adeyemo Victoria Modupe Bankole J. K. Adeyemi Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 126 133 Abuses in Outsourcing Processes: Roles of Institutional Managers http://beninjes.com/index.php/bjes/article/view/128 <p>Tertiary institutions in Nigeria suffer from insufficient funding to carry out their mandate of preparing high-level manpower. These institutions receive yearly budget provisions from the government, which are paltry and far below the required funding. It also benefits from the government' introduced funding source (TETFund). Despite these, funding provisions are far below the suggested percentage of annual budgets, as advised by the World Bank and UNESCO, which negatively affect the effective delivery of education at that level. To overcome funding problems, institutions now engage in outsourcing services to save cost, improve quality and free themselves from services that had hitherto prevented its maximal delivery at equipping students. Abuses that can occur in the outsourcing process were highlighted, while suggestions to mitigate the abuses were given. The suggestions include; institutional managers being exposed to implementing robust governance frameworks in outsourcing processes, ensuring competitive bidding, and maintaining strict monitoring systems to detect and prevent abuses among many others</p> Gafaru Olorisade Olayiwola Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 134 139 Effect of Algebra Tiles Teaching Approach on Students’ Retention in Quadratic Equation in FCT, Nigeria http://beninjes.com/index.php/bjes/article/view/129 <p>This study investigated the effect of the algebra tiles teaching approach on students' retention in quadratic equations in the Federal Capital Territory, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental research design (intact class, pre-test, post-test control group design). A sample size of 122 SS2A students made up of 64 SS2A students drawn from Government Secondary School Gwagwalada; and 58 SS2A students drawn from Government Secondary School Kwali. A research instrument titled "Quadratic Equation Retention Test (QERT)" containing 20 multiple choice test items was developed to elicit data for the study. Mean scores and standard deviation were used to answer the research questions; while a t-test was used to test the null hypotheses. The findings of the study revealed that students taught quadratic equations using the algebra tiles teaching approach had higher mean retention scores than students taught quadratic equations using the conventional method. The study also found that male students had higher mean retention scores than female students after being taught quadratic equations using the Algebra Tiles Teaching Approach. The study concluded that the algebra tiles teaching approach had a significant effect on students' retention in the quadratic equation in FCT, Nigeria. It was recommended among others that to sustain the retention levels of students, mathematics educators should work assiduously towards re-teaching mathematical concepts that are critical to students' mathematics achievement in public examinations</p> M. A. Katcha G.B. Kumo M.U Nwabueze U.S Anaduaka Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 140 151 Assessing Lecturers' Readiness to Teach 21st Century Skills in Colleges of Education in Imo State http://beninjes.com/index.php/bjes/article/view/130 <p>Digital transformation has heavily impacted the education industry at all levels of education teaching patterns in institutions are changing because of the interest in students acquiring 21st-century skills. Lecturers play an important role in this endeavour and therefore, this study focused on their understanding of the 21st century skills and the teaching approaches required to imbibe them. This is in addition to how they implement teaching in their classrooms for their attainment. The study employed a survey research design. A sample size of 180 lecturers was randomly selected from a population of 986 lecturers from two colleges of education in Imo State. A questionnaire of the 4-point Likert scale was developed for the collection of data for the study. The instrument is composed of four sections with the first focusing on the institution, understanding 21st century skills, the development and implementation of different teaching methods for teaching the 21st Century skills and the use of technological tools for learning in the classroom. The instrument was subjected to face and content validation by three experts in measurement and evaluation. It was administered on 20 lectures from an institution not used in the study to determine the reliability estimate using Cronbach-alpha and a reliability coefficient of 0.78 was obtained. Data were analyzed using mean and percentages. The findings revealed among others that lectures in colleges of education use methods that promote the actualization of 21st -century educational goals. Based on the results, it was recommended among others that colleges of education management should organize specialized programmes to further familiarize lecturers with the importance of 21st-century skills and how they could effectively teach them to lecturers</p> Jacinta Nkechi Ugwoji Anthony Afemikhe Omaze Copyright (c) 2024 Benin Journal of Educational Studies 2024-07-12 2024-07-12 29 1 & 2 152 164