Benin Journal of Educational Studies

Conformity and Conversation Orientation Family Communication Patterns as Correlates of Self-Esteem of in- School Adolescents in Edo South Senatorial Zone in Edo State

Glory Iyobosasere Imhabekhai — 2025-11-06

The study investigated conformity and conversation orientation family communication patterns as correlates of Self-esteem of in-school adolescents in Edo South Senatorial Zone of Edo State. The study was guided by five research questions. Five corresponding hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for this study. The population of the study consisted of three hundred (300) Senior Secondary School II students. The multistage sampling technique was used in drawing the sample size. Two instruments were used to collect data for this study; Family Communication Patterns Scale (FCP) and Rosenberg’s Self-Esteem Scale (SES). Cronbach alpha Statistic was used to establish internal consistency of the items and it yielded a coefficient of 0.79 for family communication pattern and 0.71 for self-esteem. Pearson Product Moment Correlation, and multiple regression statistics were used to test the hypotheses at 0.05 level of significance. Findings from the study revealed that there is a significant relationship among conversation orientation family communication pattern, conformity orientation family communication pattern and self-esteem of in-school adolescents in Edo South Senatorial Zone of Edo State. It was recommended that since the family is the earliest point of socialization of any adolescent and self-esteem is developed during the early stages of one’s life, it becomes important for parents to be careful as to the communication pattern which is adopted in the home as this could affect the self-esteem of the adolescent either positively or negatively

Evaluating the Influence of Covid-19 on the Teaching and Learning Process in Secondary Schools in Esan West Local Government Area

Augustina Izehiuwa Efosa-Ehioghiren — 2025-11-06

The study evaluated the influence of COVID-19 on teaching and learning processes in Senior Secondary Schools in Esan West Local Government Area of Edo State. Specifically, the study evaluated the various ways Covid-19 has impacted teaching and learning in secondary schools, as well as the effects of Covid-19 on the performance of secondary school students. Two research questions were raised and answered. The study adopted the survey research design approach; the population of the study comprised all students in all public senior secondary schools in Esan West Local Government Area of Edo State. The simple random sampling was used to draw a sample of 100 students from four secondary schools out of the total number of public secondary schools. Data were analyzed with the use of sample means and standard deviations. The study found that teachers actively collaborated to enhance online teaching methods, creating potential for continued use post-pandemic. The study recommends training both teachers and students to enhance their skills with innovative online teaching methods. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.

Exploring the Impact of Academic Stress on Junior Secondary School Students in Oredo Local Government Area, Edo State, Nigeria

Kennedy Imasuen — 2025-11-06

This study investigated the impact of academic stress on Junior Secondary School Three (JSS3) students in Oredo Local Government Area, Edo State, Nigeria. Using a descriptive survey design, data were collected from 500 students across public and private schools through a validated questionnaire (Cronbach’s alpha = 0.84). Data were analyzed using means, standard deviations, frequency counts, and independent samples t-tests. Findings revealed that JSS3 students experience high levels of academic stress, with the most significant contributors being high parental and teacher expectations, heavy workloads, and frequent examinations. While no significant difference was found in stress levels between male and female students, private school students reported higher stress compared to their public-school counterparts. The study concludes that academic stress among JSS3 students is systemic and shaped by unrealistic expectations, potentially undermining students’ well-being and academic achievement. It recommends the integration of stress management programs into school curricula, the strengthening of guidance and counseling services, sensitization of parents and teachers, provision of balanced academic workloads, and policy interventions to ensure supportive learning environments

Investigating Teachers’ Socialization Pedagogy from the Perspectives of Teaching Practice Students in Teacher Training Institutions in Sokoto State, Nigeria

Alhaji Ladan Sirajo — 2025-11-06

This study assessed the pedagogical needs of student-teachers during teaching practice (TP) in three teacher training institutions (TTIs) in Sokoto State. A mixed-method design was adopted with a sample of 357 TP students selected through purposive sampling from a population of 4,887. Data were collected using a questionnaire, a classroom observation checklist, and in-depth interviews. The instruments were validated by experts, and reliability indices of 0.69 and 0.70 were obtained for the quantitative instruments using Cronbach’s alpha. Interview data were verified using informant triangulation and peer debriefing. Findings revealed that TP students were deficient in key pedagogical areas such as classroom management, use of audiovisual aids, and conflict resolution. It is recommended that TTIs in Sokoto State should place greater emphasis on these pedagogical components in their training programmes

An Assessment of Educational Wastage Rates among Undergraduates in the University of Benin, Benin City

Patricia Iyekepolor Osayawe — 2025-11-06

This study assessed the rate of educational wastage among undergraduates in the University of Benin, Benin City. Three research questions guided the study, while two hypotheses were tested at the 0.05 level of significance. A descriptive research design was adopted. The target population comprised 6,531 students admitted into the university during the 2014/2015 academic session. A sample of 781 students was purposively selected from eight academic programmes. The research instrument used was a checklist, validated by three experts in the field. Data were analyzed using the Crude-Cohort Wastage Rate (C-CWR) formula, as well as t-test and ANOVA statistics. Findings revealed a substantial level of educational wastage across the university. The study recommended that university administrators should uphold strict academic discipline and student support mechanisms to mitigate wastage

Rater Errors in Teacher Trainee Performance Assessments in a Nigerian University

K Imasuen — 2025-11-06

This study investigated the prevalence of rating errors in teacher trainee performance assessments within a Nigerian university, focusing on how evaluators applied the Teaching Practice Performance Assessment Scale (TPPAS). Teaching practice is a compulsory component of teacher education, yet its reliability is often undermined by subjectivity in rater judgments. Five raters who supervised postgraduate diploma trainees during their practicum were purposively selected, and their completed rating sheets were analyzed. The TPPAS, a validated instrument with a Cronbach’s alpha of 0.87, was used to capture multiple dimensions of teaching competence. Data analysis employed descriptive statistics alongside error-detection metrics using the R software, which allowed raters to be classified according to severity, leniency, central tendency, and halo effect biases. The results revealed that all raters demonstrated at least one form of error, with the halo effect emerging as the most widespread. Leniency bias was observed among three raters, while severity bias appeared in two, and central tendency was particularly evident in those who clustered scores around the midpoint of the scale. These findings confirm that subjectivity is systemic in teacher trainee evaluations and raise concerns about the fairness and validity of current practices. The study concludes that such biases compromise the credibility of teaching practice assessments and recommends the adoption of structured rater training, use of standardized rubrics, multiple raters, and regular monitoring systems to strengthen the reliability of teacher education assessments

Secondary School Teachers’ Awareness and Use of Educational Games and Online Collaborative Learning to Enhance Problem-Solving Skills in Mathematics in Edo State

Kate Oteze Ikponmwosa — 2025-11-06

This study investigated secondary school mathematics teachers’ awareness and use of educational games and online collaborative learning tools in Edo State, Nigeria, with the aim of exploring their role in enhancing students’ problem-solving skills. A descriptive survey design was adopted, and purposive as well as stratified random sampling techniques were used to select 120 mathematics teachers across the three senatorial districts. Data were collected using a validated questionnaire and analyzed with descriptive statistics. The findings revealed low awareness of platforms such as Kahoot!, Quizizz, and Google Classroom, along with minimal classroom integration of these tools. Teachers reported limited training opportunities, inadequate technological infrastructure, and insufficient institutional support, which restricted their use of innovative strategies despite recognizing their potential benefits. The discussion highlighted that systemic barriers, such as rigid assessment-driven curricula and skepticism toward digital resources, hinder effective adoption. The conclusion emphasized that bridging the gap between awareness and practice requires more than individual training; it also demands curriculum flexibility, resource provision, and institutional incentives. Recommendations include targeted professional development that demonstrates practical classroom applications, curriculum reforms that support activity-based, technology-enhanced instruction, and supportive policies and infrastructure to empower teachers to effectively integrate educational games and collaborative platforms.

The Impact of Social Media Use on Mathematics Student’s Academic Performances in Tertiary Institution in Edo State Nigeria

Kate Oteze Ikponmwosa — 2025-11-06

The study of mathematics demands substantial cognitive effort, and without appropriate support, students often struggle with poor academic performance. This research investigated the influence of social media on the academic performance of mathematics students in tertiary institutions in Edo State, Nigeria. A descriptive survey design was adopted, and data were collected from 375 undergraduates using a validated and reliable questionnaire. The study examined students’ patterns of social media use, levels of engagement, and its effects on learning outcomes. Findings revealed that students actively engage with multiple platforms, including WhatsApp, Facebook, X (formerly Twitter), YouTube, and Snapchat. While messaging platforms such as WhatsApp and X were primarily used for brief interactions, YouTube emerged as the most relevant platform for academic purposes. The results further indicated that students were not addicted to social media, as their engagement generally remained moderate. The analysis confirmed that social media use significantly influences academic performance, both positively and negatively. Purposeful use was shown to enhance access to educational resources, promote collaboration, and support learning, whereas unregulated use may lead to distractions. The study concludes that adopting structured strategies can help maximize the educational benefits of social media while minimizing its negative effects on students’ academic performance.

Relationship between Self-Efficacy on Class Participation and Extracurricular Activities among Secondary School Students in Benue and Nasarawa States, Nigeria, Implication for Counselling.

James Akor Ameh — 2025-11-06

This study examined the relationship between self-efficacy, class participation, and extracurricular activities among secondary school students in Benue and Nasarawa States. Two research questions and two hypotheses guided the study, employing a correlational design across these Nigerian states. The population included 161,005 students in 527 schools, with a sample size of 385 students. Two instruments, the Self-Efficacy Questionnaire and the Class Participation and Extracurricular Activities Questionnaire, were utilized; however, reliability indices were 0.98, 0.89 and 0.88. Data were analyzed using Pearson's Product Moment Correlation Coefficient to address the research questions, while linear regression tested the hypotheses. The results showed a positive relationship between self-efficacy, class participation, and extracurricular activities. The study concluded that self-efficacy significantly shapes students' engagement in both class participation and extracurricular involvement in Benue and Nasarawa. In light of these findings, a collaborative approach between counselors and teachers was recommended to foster students' self-efficacy, encourage active class participation, and provide individualized support to promote students' overall development. To further enhance student engagement, counselors, teachers, and administrators should cultivate a supportive environment that encourages extracurricular involvement by making students aware of various opportunities, outlining participation benefits, and highlighting how such activities support personal growth and skill development. This approach shifts the view of extracurricular activities from potential distractions to valuable aspects of student development.

Students’ Attitudes Towards School Infrastructure And Gender Attitudes As Predictors Of Mathematics Performance Among Secondary School Students In Calabar, Cross River State, Nigeria.

EDWIN O BASSEY — 2025-11-06

The purpose of this study was to investigate students' attitudes towards school infrastructure and gender attitudes as predictors of mathematics performance among secondary school students in Calabar, Cross River State, Nigeria. To achieve the study's purpose, two hypotheses were formulated to guide the research. A survey research design was adopted for the study. A total of four hundred and eight (408) SSS III students were used for the study. The selection was done through the census sampling technique. The questionnaire and the Mathematics Achievement Test were the instruments for data collection. The reliability estimate of the instruments was established through the Cronbach Alpha reliability method, and the coefficient ranges from 0.71 to 0.91, which was high enough. Regression analysis and an independent t-test were employed to test the hypotheses. Each hypothesis was tested at the .05 level of significance. Based on the results, it was concluded that students' attitude towards school infrastructure and gender attitude play a significant role in shaping their mathematics performance. It was therefore recommended that schools and educators should focus on creating supportive environments that address these attitudinal factors to enhance overall student achievement in mathematics.