The UNIZIK Journal of STM Education publishes reports of empirical research in Science, Technology, Engineering and Mathematics (STEM) Education as well as related studies in education generally. The publication constitutes a critical medium of communicating well researched works for the science community as well as a forum for communication and cooperation among STEM teachers, policy makers, educators and other educational practitioners across the globe. The opinions expressed are not necessarily those of the editorial board but of individual authors. The Editorial board of UNIZIK Journal of STM Education appreciates those who subscribe to the journal, reviewers and the consulting editors for their contributions. Authors are to send their articles through jstme@journals.unizik.edu.ng
BEHIND THE NUMBERS: EXPLORING STUDENTS' LEARNING EXPERIENCES WITH THE SIX THINKING HATS INSTRUCTIONAL STRATEGY IN NIGERIAN BASIC EDUCATION
A substantial body of studies has documented, largely through quantitative evidence, the effectiveness of the Six Thinking Hats instructional strategy (STHIS) in enhancing students' learning outcomes. However, there remains a critical need to look behind numerical indicators to understand how pedagogical practices are experienced among students in real classroom contexts. Using a descriptive phenomenological design, this study explores Basic Education students' views and experiences associated with the use of STHIS in the Nigerian classroom contexts. Data were collected through semi-structured focus group interviews with nine (9) students. Following the thematic analysis, five (5) key themes emerged: (i) structured thinking enhances conceptual understanding, (ii) role-based participation promotes inclusive classroom engagement, (iii) role of emotional safety and confidence, (iv) guided learning supports cognitive organisation, and (v) cognitive load and time constraints present potential challenges. Drawing on this rich qualitative data, the findings indicate that STHIS, associated with a structured, role based, and cognitively scaffolded approach, enhances conceptual understanding, promotes inclusive participation, fosters emotional safety in the classroom and supports cognitive organisation. However, the study identified several challenges, namely, cognitive load and time constraints, as potential challenges that could inhibit classroom instruction through STHIS. Overall, the study provides nuanced and valuable insights into how STHIS shapes students' overall learning experiences within the Nigerian educational context and provides a foundation for broader future research.
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PROJECT-BASED LEARNING: A PANACEA TO BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE IN CHEMISTRY EDUCATION
The existence of a gap between research and practice in chemistry education has been the topic of many discussions. In recent years, many efforts have been to overcome this gap, one of which is the use of Project-Based Learning (PBL) in teaching. Project-Based Learning is a student-centered, inquiry-based educational approach in which students design and execute projects that address meaningful challenges. It has been adopted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. It is crucial to systematize existing research to identify well-established aspects and areas that require further explorations. In this study, PBL processes, advantages, challenges, and strategies on how its use can help bridge the gap between chemistry education research and its practices were discussed. Also, recommendations on how the use of PBL can help bridge the gap between research and practice are also discussed.
EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS IN BIOLOGY: IMPLICATIONS FOR SCIENCE EDUCATION IN YALA L. G. A, CROSS RIVER STATE
The study investigated the effect of inquiry-based Instructional method on student academic achievement in biology with specific implications for science education in Yala Local Government Area of Cross River State, Nigeria. The study was motivated by persistent poor performance of students in Biology as reported by the Cross River State Examination Board between 2018 and 2020, and the continued reliance on teacher-centered instructional strategies in science classrooms. Two research questions and two hypotheses guided the study formulated and tested at 0.05 α-level. A pre-test post-test quasi-experimental research design was used for the study. A multi-stage sample of 60 SS II biology students from two intact classes drawn from a population of 1,613 students in 25 public secondary schools. The Biology Performance Test (BPT) served as the main instrument for data collection. The Biology Performance Test (BPT), was used for data collection. Data were analysed using mean standard deviation mean gain scores and mean gain difference to answer research questions while the null hypotheses were tested using analysis of Covariance (ANCOVA). Findings of the study showed that there is no significant mean difference in the achievement scores between students taught biology using inquiry-based method and those taught biology using traditional lecture method. F (1, 177) = 237.91; p ≤ 0.05 However, those taught Biology concept using inquiry based method exhibited significantly higher achievement scores than those taught with traditional lecture method, F (1, 158) = 253.14; p ≤ 0.05 Also there is no significant mean difference in the achievement score between male and female students taught biology using inquiry-based method.t (99) = 1.275; p > 0.05 This implies that inquiry base method is gender friendly hence it enhanced academic achievement in both male and female biology Students. Therefore, among others the use of inquiry-based instruction should be encouraged among teachers of Biology to improve student's academic achievement in secondary education.
EFFECTIVE CLASSROOM MANAGEMENT STRATEGIES FOR TEACHERS IN THE ERA OF ARTIFICIAL INTELLIGENCE
The integration of artificial intelligence (AI) into education is reshaping classroom management, presenting both opportunities and challenges for teachers. This chapter explores effective strategies for managing AI-enhanced learning environments, drawing on classical and contemporary theories, including behaviourist, social–constructivist, and humanistic perspectives. It examines AI driven tools such as adaptive learning systems, intelligent tutoring platforms, and learning analytics dashboards for lesson organization, behaviour monitoring, and personalized learning. Key teacher competencies are highlighted, including digital pedagogical skills, classroom leadership, student engagement and behaviour management in blended or virtual settings, and effective use of AI for time and resource management. Ethical, equity, and data privacy considerations are emphasized, alongside challenges such as infrastructural limitations, professional capacity gaps, and resistance to change. The chapter provides practical strategies for establishing digital norms, structuring lessons, promoting positive interactions, and using AI-supported assessment to enhance classroom management. It concludes by stressing the need to balance human agency with AI intelligence, ensuring that technology supports equitable, engaging, and effective learning.
FROM JOURNALS TO CLASSROOMS: RE-IMAGINING KNOWLEDGE TRANSFER MODELS FOR BRIDGING RESEARCH–PRACTICE GAPS IN SCIENCE AND TECHNOLOGY EDUCATION
Bridging the persistent gap between educational research and classroom practice remains a pressing challenge in science and technology education. Despite the proliferation of research studies that identify effective instructional strategies and pedagogical innovations, teachers often struggle to integrate research insights into daily classroom practices. This paper argues that existing knowledge transfer models are insufficient to address the complex, context-dependent realities of classroom teaching. Drawing on scholarship from educational research utilization, knowledge mobilization theory, and science pedagogy, the paper advocates for a re imagined model of knowledge transfer that emphasizes collaborative engagement, adaptive implementation, and systemic support. By reframing the movement “from journals to classrooms” as a dynamic, bidirectional process rather than a linear dissemination of findings, this paper highlights strategies for enhancing the practical relevance of research, promoting teacher agency, and fostering sustainable improvements in science and technology education.
REPOSITIONING TEACHER EDUCATION PROGRAMS IN NIGERIA FOR CREATIVITY: A PATHWAY TO ACHIEVING SUSTAINABLE DEVELOPMENT GOALS
This paper examines the imperative of repositioning Nigeria's teacher education programs to foster creativity as a strategic approach to achieving sustainable development, given that education, particularly quality education (SDG 4), serves as a critical agent for realizing all Sustainable Development Goals (SDGs). The paper argues that Nigeria's lag in SDG realization is largely attributable to an education system that emphasizes certification over skill acquisition, and proposes that teacher education programs must prioritize four essential creative skills: entrepreneurship skills for fostering self-reliance and economic participation; critical thinking skills for enabling independent and systematic analysis of societal problems; problem-solving skills for addressing development obstacles; and information and communication technology (ICT) skills for enhancing teaching quality and promoting lifelong learning. By equipping both pre-service and in service teachers with these creative competencies, the paper concluded that these trained teachers can transfer the same skills to their students and society at large, creating a cascading effect that positions the Nigerian state to effectively address development challenges and realize the SDGs by 2030. It was recommended, amongst other things, that the government, through the Ministry of Education, should review the teacher education curriculum to shift its focus from mere theoretical knowledge and certification to the deliberate cultivation of creative skills.
APPRAISAL OF 21 CENTURY SKILLS POSSESSED AND UTILIZED BY SECONDARY SCHOOL BIOLOGY TEACHERS FOR CLASSROOM DELIVERY IN ANAMBRA STATE
The study investigated 21 century skills possessed and utilized by secondary school Biology teachers for classroom delivery in Anambra State. The study guided by four research questions, adopted a descriptive survey research design. The population comprised of the 534 Biology teachers, from the 256 government-owned secondary schools in Anambra State. Using the Taro Yamane's formula, a sample of 229 Biology teachers were estimated and drawn from the population using simple random sampling technique. An instrument titled "Twenty First Century Skills for Classroom Delivery Questionnaire "TCSCDQ", developed by the researchers from piecemeal and available literature, was used to collect data. TCSCDQ validated by three experts, was subjected to pilot testing to yield a reliability coefficient value of 0.78, by Cronbach's alpha estimation. Data collected were analyzed using frequency counts, percentages and mean scores. The findings revealed that Biology teachers in secondary schools possess and utilize several 21 century skills, however, they neither possessed nor utilized the skills of digital literacy, entrepreneurship, technical proficiency and networking. It was also st st revealed that the challenges faced by teachers in utilizing 21 century skills to teach Biology are; limited resources, current Biology curriculum, large class size, inadequate training, poor internet connectivity, current educational policies and resistance to change of traditional teaching methods. Based on the findings, the study recommended among others that government at all levels should ensure the provision of adequate modern teaching resources and instructional materials that st enable the application of 21 century skills, that are essential for effective classroom delivery.
FOSTERING A SUPPORTIVE CLASSROOM CLIMATE TO RE ENGAGE DISENGAGED LEARNERS
Learner disengagement has emerged as a critical concern in contemporary education, with implications for academic achievement, retention, and long-term educational outcomes. Increasing evidence suggests that disengagement is strongly shaped by classroom climate rather than being solely attributable to learner characteristics. This chapter critically examines classroom climate as a central mechanism for re-engaging disengaged learners. Most times the classroom culture determines the classroom climate. The current attitudes, moods, and feelings within the classroom influenced by the culture constitute the climate. Drawing on recent empirical research and established learning theories, the chapter analyses the relational, instructional, and organizational dimensions of classroom climate and their influence on student engagement. Emphasis is placed on translating research evidence into sustainable classroom practices that foster belonging, motivation, and cognitive investment. The chapter contributes to festschrift scholarship by synthesizing current research while offering contextually grounded strategies relevant to science and technology education and broader teaching contexts.
THE ROLE OF SCIENCE EDUCATION IN ADDRESSING SCIENTIFIC MISCONCEPTIONS
Science communication serves as a crucial bridge between scientific knowledge and public understanding. With the widespread dissemination of information through various media, scientific misconceptions have become increasingly prevalent. This paper explores the essential roles of science communication in correcting and preventing these misconceptions. The paper concludes that effective science communication is indispensable in combating misconceptions and promoting informed decision-making in society.
INTEGRATING ICT INTO SCIENCE AND TECHNOLOGY EDUCATION IN TERTIARY INSTITUTIONS IN BENUE STATE, NIGERIA: BRIDGING RESEARCH AND PRACTICE
Globally, information and communication technology (ICT) has emerged as a crucial instrument for revolutionizing research, teaching, and learning in higher education. ICT tools like learning management systems, digital databases, simulation software, and virtual laboratories have improved instructional delivery and students' conceptual grasp of complex scientific phenomena in science and technology education. However, because of institutional, pedagogical, and infrastructure issues, ICT integration in Nigerian postsecondary institutions is still uneven. With a focus on bridging the gap between research findings and classroom practice, this paper investigates the integration of ICT into science and technology education in tertiary institutions in Benue State, Nigeria, with a focus on closing the gap between research results and instructional strategies. The article addresses how ICT is changing science and technology education, emphasizes the advantages and difficulties of adopting ICT, and examines pertinent research on technology integration in Nigerian higher education. The paper also suggests methods for incorporating research findings into instructional practice and identifies best practices for ICT implementation. The study comes to the conclusion that better infrastructure, ongoing professional development for instructors, supportive institutional policies, and increased cooperation among education sector stakeholders are necessary for sustainable ICT integration.
BRIDGING THE GAP WITH TECHNOLOGY: A COMPARATIVE STUDY OF VIRTUAL LABS AND SIMULATIONS ON STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL BIOLOGY
This study compared the effectiveness of virtual laboratory and simulation instructional approaches on secondary school students' academic achievement in Biology in Anambra State, Nigeria, and examined the influence of gender on learning outcomes. A quasi-experimental, non-randomized pre-test post-test non equivalent group design was adopted. A sample of 98 SS1 Biology students (40 males; 58 females) drawn from co-educational secondary schools in Nnewi Education Zone participated in the study. Data were collected using the Biology Achievement Test (BAT), a 40-item multiple-choice instrument adapted from past West African Examinations Council questions, with a reliability coefficient of 0.88 obtained via the Kuder-Richardson Formula 20. Descriptive statistics (mean and standard deviation) were used to answer the research questions, whilst Analysis of Covariance (ANCOVA), with pre-test scores as covariate, was used to test the hypotheses at a 0.05 level of significance. Findings revealed that students in the virtual laboratory group recorded a mean achievement gain of 43.00, marginally higher than the 41.80 recorded by the simulation group, though the difference was not statistically significant (F = 0.608, p = 0.437). Gender had no significant influence on achievement in either group, and there was no significant interaction effect of teaching method and gender on students' achievement in Biology. Both instructional approaches are therefore comparably effective and gender-neutral tools for enhancing Biology learning outcomes at the secondary school level. It was recommended that Biology teachers integrate virtual laboratory and simulation strategies into their instruction, and that government and school administrators provide the technological infrastructure necessary to support their sustained implementation.
BUILDING BRIDGES: AI-DRIVEN COLLABORATIVE MODELS FOR RESEARCH-PRACTICE PARTNERSHIPS
This chapter examines the transformative role of Artificial Intelligence (AI) in strengthening Research–Practice Partnerships (RPPs) as collaborative structures that bridge academic research and real-world educational practice. Rather than centering on domain-specific engineering applications, the chapter foregrounds RPP theory, partnership governance, and educational implementation in AI-mediated contexts. It argues that AI-facilitated communication platforms, shared data infrastructures, and co designed inquiry cycles can function as connective mechanisms that support continuous knowledge exchange, joint problem-solving, and evidence-informed decision-making between researchers and practitioners. Drawing on illustrative examples from STEM education and selected technical domains, the chapter shows how AI tools such as data analytics, machine learning, and adaptive systems—can support timely interpretation of complex datasets and enhance collaborative inquiry without displacing human judgment. Case studies ranging from automated bridge deck assessment to enhanced pedagogical competence in science education demonstrate that AI-driven models move beyond simple automation toward a state of data-driven discovery. Central to this transformation is the “human element,” including the development of practitioner capacity, reduction of technology-related anxiety, and the cultivation of professional learning communities supported by AI-enabled feedback systems. The chapter further addresses critical dimensions of AI ethics, including data privacy, transparency, fairness, and the need for Explainable AI (XAI) within RPP processes. It highlights governance structures that ensure equitable participation, shared accountability, and iterative feedback loops that sustain partnerships over time. Through case-based discussion, the chapter demonstrates that AI-driven RPP models extend beyond automation toward data-informed discovery, adaptive professional learning, and context-sensitive innovation. The chapter concludes with a strategic roadmap for sustainable implementation of AI-enhanced RPPs, emphasizing capacity building, ethical safeguards, and collaborative leadership. These AI enabled partnerships ultimately support the co-creation of knowledge that is pedagogically meaningful, socially responsible, and ecologically valid for advancing 21st-century education systems.
TECH-ENHANCED BRIDGES: RESEARCH-PRACTICE PARTNERSHIPS AND PROFESSIONAL DEVELOPMENT IN SCIENCE EDUCATION
This chapter examines the implementation and challenges of technology-enhanced research-practice partnerships (RPPs) in science and STEM education, with a focus on strategies for fostering collaboration, overcoming barriers, and ensuring sustainability. Drawing on empirical studies from Akwa Ibom State and global research, the chapter highlights approaches for integrating emerging technologies, including online modules, simulations, and collaborative platforms, into teacher professional development. Key challenges such as infrastructure limitations, the digital divide, and equity issues are analyzed, alongside best practices for building resilient partnerships that support teacher growth and student learning. The chapter emphasizes participatory and design-based models that position educators as co creators of knowledge while aligning institutional policies, leadership support, and evaluation mechanisms for long-term impact. Recommendations are provided to guide policymakers, educators, and researchers in leveraging technology-driven collaborations to advance science education and global competitiveness.
REIMAGINING THE POSTGRADUATE SUPERVISION THROUGH TECHNOLOGY-BASED APPROACH: IMPLICATION FOR TIMELY COMPLETION OF POSTGRADUATE STUDIES IN NIGERIA
One of the reasons for the high rate of postgraduate students drop out has been linked to supervisors' inability to attend to their supervisory roles at the record time, steaming from huge amount of fees for the students. The traditional method of postgraduate supervision faces increasing pressure from rising student massification, globalized research demands, often leading to supervisory overload and student attrition. This study therefore explored how the technology-based approach of postgraduate supervision could be utilized for timely completion of postgraduate studies in Nigeria. The research posited that technology can fundamentally shift the supervisory dynamic from reactive problem-solving to proactive, data-driven mentorship. Specifically, LMS offered flexible method of managing, delivering tracking educational progress of the supervisees, technology based tools processed student engagement, progress markers, and communication patterns which provided early warning systems for supervisors, flagging students at risk of crises of isolation, or dissertation and thesis procrastination long before traditional mechanisms would. This shift enabled timely completion, targeted human intervention, which is crucial for retaining students in their respective programs. Systemic literatures showed a positive contribution of technology-based approach on both students' satisfaction and perceived timely completion of the program. Furthermore, AI-powered tools offered immediate, scalable feedback on lower-order tasks, such as syntax correction, stylistic consistency, and initial literature synthesis, effectively managing the cognitive load on both the supervisors and supervisees. However, the study also highlighted the critical need for ethical management to ensure data privacy, transparency, and equity access, preventing the digital divide amongst supervisors and supervisees. Therefore, the integration of technology-based approach for postgraduate supervision promises to be more efficient, and equitable to postgraduate journey amongst students, significantly boosting research quality and student completion rates.
THE USE OF VIRTUAL REALITY IN TEACHING OF BASIC SCIENCE IN SECONDARY SCHOOLS IN ANAMBRA STATE
Virtual reality (VR) technology has gained popularity in various fields for its immersive and interactive nature. In recent years, educators in Nigeria have started to explore the use of VR in teaching basic science subject. This paper explores the potential benefits, applications and challenges of using VR technology in the Nigerian education system for the teaching of basic science. The use of VR in teaching basic science in Nigeria has the potential to enhance students' engagement and understanding of complex scientific concepts. By creating realistic and interactive virtual environments, students are able to visualize abstract concepts and conduct virtual experiments, which can lead to a deeper understanding of scientific principles. Additionally, VR can cater to diverse learning styles and provide a more dynamic and interactive learning experience for students. It was recommended that teacher and school administrators could be informed of this, and they should further explain the benefits of VR to parents. Understanding the challenges of using VR in teaching basic science subjects would ultimately provide the means for educational policy makers to suggest the necessary measures to effectively reflect upon the current trends, experiences and practices to support and build capacity for educational change.
EFFECT OF TEACHER-GUIDED USE OF AI-CHATBOTS ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN CHEMISTRY IN ONITSHA EDUCATION ZONE
The persistent underachievement of secondary school students in chemistry, particularly in abstract concepts requiring visualization and active inquiry, necessitates investigation into innovative, technology-embedded pedagogies. This study examined the effect of teacher-guided use of AI-chatbots (TGUAC) on secondary school students' academic achievement in chemistry, with gender as a moderating variable. A quasi-experimental, non-randomized pre-test post-test control group design was adopted. The sample comprised 51 SS2 chemistry students drawn from two intact classes in two purposively selected co-educational public secondary schools from Onitsha Education Zone, Anambra State, Nigeria. The experimental group received instruction through TGUAC using ChatGPT-3.5, while the control group received conventional lecture-demonstration methods. The Chemistry Achievement Test, a 40-item multiple-choice instrument validated by three experts and reliability- coefficient of 0.81 using Kuder-Richardson formula 20, served as the data collection instrument. Data were analysed using mean, standard deviation, and Analysis of Covariance at 0.05 alpha level. Findings revealed that students taught using TGUAC achieved significantly higher mean achievement scores than those taught using lecture methods. Gender had no significant effect on achievement, and there was no significant interaction between instructional method and gender. The study concluded that teacher-guided use of AI-chatbots is an effective, gender-equitable instructional strategy for enhancing chemistry achievement. Recommendations include integrating TGUAC into secondary school chemistry curricula and ensuring equitable access to AI-chatbot platforms across student populations.
VIRTUAL LABORATORY PRACTICALS AND STUDENT INTEREST IN SECONDARY SCHOOL BIOLOGY IN ANAMBRA STATE: A CONCEPTUAL REVIEW
The persistent crisis in practical Biology instruction within Anambra State's secondary schools, characterized by severe infrastructural decay, overcrowded classrooms, and insufficient teacher capacity, has precipitated a decline in student engagement and scientific interest. This paper adopts a narrative review approach, synthesizing recent empirical studies to critically examine the transformative potential of Virtual Laboratory Practicals (VLPs) as a strategic intervention to mitigate these challenges and re-stimulate student interest. Drawing on a robust body of recent research literature from Nigeria, the analysis elucidates both the profound benefits and significant implementation barriers associated with VLPs. Literature indicates that VLPs can democratize access to quality practical experiences, concretize abstract biological concepts, reduce student anxiety, and offer a scalable, cost-effective complement to physical labs. However, their effective integration is contingent upon overcoming systemic hurdles, namely a profound digital infrastructure deficit, a lack of teacher readiness, and rigid curriculum structures. The discourse advocates for a blended, pedagogical model where VLPs serve as scaffolds for physical work, enablers of "impossible" experiments, and tools for differentiated instruction. The conclusion posits that VLPs are not a panacea but an essential component of a modernized Biology education toolkit. To realize their full potential in stimulating interest and improving learning outcomes, deliberate policy actions are required. These include targeted investments in offline compatible technology and solar-powered connectivity, mandatory teacher professional development, curriculum reform to embed blended practicals, and the fostering of research partnerships between universities and schools. Ultimately, strategic integration of VLPs presents a viable pathway to foster a more equitable, engaging, and effective Biology education for all students in Anambra State.
LECTURERS' READINESS AND COMPETENCE IN EMBRACING EMERGING-TECHNOLOGIES FOR FUTURE ORIENTED INSTRUCTION: IMPLICATION FOR SCIENCE EDUCATION
This study examined lecturers' readiness and competence in embracing emerging technologies for future-oriented instruction: implication for science education. The study adopted a descriptive survey design. The population comprised all the lecturers in University of Nigeria, Nsukka while 289 lecturers purposively sampled from faculty of education participated in the study. A structured instrument titled Questionnaire on Lecturer's Readiness and Competence for Emerging Technologies (QLRCET) was used for data collection and was face-validated by three experts. The reliability of the instrument was established using Cronbach Alpha, yielding a coefficient of 0.87, indicating high internal consistency. Descriptive statistics were used to answer the research questions, while t-test were employed to test the hypotheses at 0.05 level of significance. Findings revealed that lecturers' are highly ready and competent with positive attitudes toward deploying emerging technologies. Also, lecturer's competency were found to influence their readiness to deploy emerging technologies. In addition, notable barriers including infrastructural limitations, poor electricity supply, inadequate institutional support, limited training opportunities, and high costs of training were found to undermine readiness. Hence, investment in stable internet and electricity supply, and technical support services were recommended to ensure that lecturers' readiness translate into Technology deployment.
COMPARATIVE ASSESSMENT OF SCIENCE STUDENTS' OUTCOME USING TECHNOLOGY-ENHANCED LEARNING (TEL) AND TRADITIONAL INSTRUCTION METHOD (TIM)
The study examined the impact of Technology-Enhanced Learning (TEL) and Traditional Instruction Method (Tim) on science students' assessment outcomes, focusing on the engagement and intrinsic motivation. Guided by Constructivist, Cognitive Load, and Self-Determination theories, two research questions and 2 hypotheses were tested. A quasi-experimental design with experimental and control groups was employed. A sample of 200 undergraduate science students were drawn. Data were collected via pretests and posttests on Biology, engagement and motivation questionnaires. Analyses were conducted using independent t-tests and multiple regression. Findings showed that students exposed to TEL achieved significantly higher posttest scores than peers receiving traditional instruction, reflecting improved conceptual understanding, problem-solving skills, and practical competencies. TEL enhanced engagement and intrinsic motivation. Among TEL features, interactive multimedia and virtual labs had the strongest impact, while adaptive quizzes reinforced assessment performance. The study concluded that TEL Significantly enhances science learning outcomes. students taught in/with TEL environments showed significantly higher posttest scores than those in traditional classrooms. Also, they showed a positive or high engagement and motivation. Recommendations among others include integrating interactive simulations and adaptive assessments, strengthening teacher TEL competencies, and ensuring equitable access to technological resources.
ARTIFICIAL INTELLIGENCE IN SCIENCE CLASSROOMS: BRIDGING RESEARCH PROMISE AND CLASSROOM PRACTICE
Artificial Intelligence (AI) is increasingly heralded as a catalyst for innovation in science classrooms. Research highlights its promise to personalize learning, support intelligent tutoring systems, automate assessment, enrich virtual laboratory experiences, and provide actionable insights for instructional decision-making. These advances suggest opportunities for deeper conceptual understanding, differentiated pathways, and heightened student engagement. However, classroom practice often falls short of this vision. Implementation remains fragmented, hindered by limited teacher preparedness, inadequate infrastructure, rigid curricular frameworks, and unresolved ethical concerns surrounding data privacy and algorithmic bias. This paper critically examines the widening divide between research promise and classroom practice in science education, focusing on the structural, pedagogical, and policy barriers that impede effective adoption. It further explores strategic pathways for sustainable integration, including targeted professional development, curriculum alignment, institutional support, and robust ethical governance. By situating AI within the daily methods and strategies employed by teachers, the paper underscores the need for systemic collaboration to translate research promise into meaningful classroom practice.
BRIDGING RESEARCH AND PRACTICE THROUGH ICT-BASED INNOVATIONS: IMPLICATIONS FOR CHEMISTRY EDUCATION STUDENTS' LEARNING OUTCOMES IN NIGERIAN UNIVERSITIES.
This study discussed the learning outcomes of chemistry students in bridging research and practice through the potential of ICT based innovations. The learning outcomes in question are students' motivation and academic performance of chemistry students in Nigerian universities. Basically, the growing complexities of university governance and the challenges posed to university management makes the application of information, communication and technologies indispensible for quality teaching, research, practice and goal attainment. The crucial role that information, communication and technologies play in effective learning, research and practice in universities is the focus of this paper. The paper analyzed the variables; meaning of information and communication technology, teaching and research, research and practice, learning of science, chemistry education, integration of information, communication and technologies-based innovation in students' research and practice, implications on students' motivation and performance, ICTs facilities necessary in chemistry, challenges of application of information, communication and technologies in research in universities. On the bases of the foregoing analysts, university lecturers and students were challenged to bridge research and practice by embracing ICTs based innovations, develop generalizable knowledge and apply the knowledge, skills, and techniques into professional or creative contexts; and in all areas of chemistry education to improve quality of teaching and learning, also, for promotion of students' motivation and academic performance in chemistry in Nigeria universities. The need for this decision in enhancing professional development is both urgent and demanding. It was then recommended that adequate ICT equipment for research and practice should be provided by the ministry of education and school management.
EVALUATING THE EFFECTIVENESS OF COMPUTER BASED MULTIMEDIA LESSON DELIVERY APPROACHES ON SECONDARY SCHOOL STUDENTS RETENTION IN BIOLOGY IN FEDERAL CAPITAL TERRITORY, ABUJA
The study evaluated the effectiveness of Computer Based Multimedia (CBM) lesson delivery approaches on Secondary School Students Retention of Biology Concept. Three research questions and three hypotheses guided the study. Quasi-experimental research specifically Pretest-Posttest non-equivalent group design was employed. The population comprised 28,841 (male 12,647 and female16,194) secondary school year one (SS1) Biology students in the 88 public secondary schools in FCT Abuja, Nigeria. 120(SS1) biology students (54 males and 66 females) were drawn using multistage sampling technique. Data was collected using Biology Retention Test (BRT) and stimulus instruments were lesson plans on Video Recorded Instruction (VRI) and PowerPoint presentation (PP). The instruments were validated by specialists from science education department, University of Nigeria Nsukka. The internal consistency of the instrument was determined using test-retest method and data correlated using Pearson Product Moment Correlation (PPMC) which yielded a reliability index of 0.79. Mean and standard deviation were used to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 significance level. Results showed that students' taught biology using VRI had higher retention than those taught using PP. Further analysis showed that female students had higher retention scores than male in Biology. It was recommended that equal learning opportunity should be given to students regardless of gender in order to sustain the needed retention ability. Also, it was suggested that further studies should explore diverse content in SS2 biology using other CBM approaches to find its effect on other psychological variables in different subjects.
VIRTUAL LEARNING ENVIRONMENT: A PATHWAY TO ENHANCING PHYSICS AND INTEGRATED SCIENCE UNDERSTANDING IN SOUTH-WESTERN NIGERIAN UNIVERSITIES
The integration of Virtual Learning Environments (VLEs) into higher education has significantly transformed instructional delivery, particularly in science education, which requires conceptual depth and abstract reasoning. This study investigates the role of the virtual classroom as a pathway to enhancing students' understanding of Physics and Integrated Science in South-western Nigerian universities. Anchored in constructivist and multimedia learning theory, the research adopted a quantitative survey design involving undergraduate science education students across six South western Nigerian States. Using descriptive statistics, Pearson correlation, independent samples t-test, and regression analyses, it provided answers to four research questions and tested two hypotheses. A twenty-item questionnaire of four points Likert scale was engaged via online Google form, to elicit information from respondents. To examine how participation in virtual classroom settings influences conceptual understanding and academic engagement while exploring the moderating effect of school type (federal vs state universities) a total number of 206 science education students constituted the sample. The research instrument was face-validated by experts in tests and measurement and an empirical reliability of 0.83 Cronbach's Alpha was obtained through a pilot study in a university different from the population. Findings revealed that structured and interactive virtual classroom environments significantly enhanced students' comprehension of complex Physics and Integrated Science concepts, with no variations observed between federal and state universities in spite of their differences in infrastructure, instructional support, and digital readiness. The study provides empirical insight which shows that the benefits of virtual classroom engagement are consistent across institutional types. Following this, the study recommended among others that university administrators institutionalize structured virtual classroom engagement strategies in science courses.
FROM RESEARCH TO CLASSROOM PRACTICE: TEACHER PERCEIVED BARRIERS TO MULTIMEDIA INTEGRATION IN BASIC SCIENCE IN ENUGU STATE
The gap between research evidence and classroom practice limits the effective use of educational technologies in science education. Despite evidence that multimedia enhances student achievement in science, its use in Nigerian Basic Science classrooms remains limited. This study examines teacher-perceived barriers to multimedia integration in junior secondary schools in Enugu State, aiming to identify pathways to translate research into practice. Using a descriptive survey design and three research questions to guide the study, data were collected from all 32 Basic Science teachers in the 31 public secondary schools in Nsukka Local Government Area through an observation checklist and a structured questionnaire with a reliability coefficient of 0.97). Findings indicated a lack of multimedia facilities and identified barriers, including inadequate infrastructure, poor power supply, weak internet services, insufficient training, and insufficient support. Teachers suggested solutions like improved funding, regular training, technical support, and reliable electricity. The study concludes that while multimedia can enhance Basic Science teaching, systemic challenges must be addressed by the government, school administrators, and teacher education providers to translate research evidence into sustainable classroom practice.
RELATIONSHIP BETWEEN SELF-REGULATION SKILLS AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PHYSICS IN AWKA EDUCATION ZONE
This study examined the relationship between self-regulation skills and academic achievement of secondary school students in Physics in Awka Education Zone of Anambra State. The study was guided by tworesearch questions and two null hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The population of the study consisted of 2532 secondary school two (SS 2) students offering Physics from all the public secondary schools in the zone. Multi-stage sampling procedure was used to draw 345 secondary school two (SS 2) students from the population. The instruments used for data collection included; Physics Self Regulation Questionnaire (PSRQ) and average scores of students for 2024/2025 academic session. The instruments PSRQ was validated by three experts, two from the Department of Science Education and one from Department of Educational Foundations (Measurement and Evaluation unit), all in Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's alpha method, with coefficient of 0.86 for PSRQ, indicating satisfactory internal consistency. Data collection was done through direct administration of the questionnaire to respondents by the researcher and research assistants who are secondary school Physics teachers. Pearson product moment correlation was employed for the analysis of the data collected using Statistical Package for Social Sciences (SPSS, vs 27). The findings of the study revealed that there is a moderate positive and significant relationship between self-regulation skills scores and academic achievement scores of secondary school students in Physics. In addition, the study showed that there is moderate positive and significant relationship between self-regulation skills scores and academic achievement scores for both male and female secondary school students in Physics in Awka Education Zone. Based on the findings, the study concluded that self-regulation skills play a crucial role in enhancing students’ academic achievement in Physics. It was recommended amongst others that Physics teachers should deliberately incorporate strategies such as goal setting, self-planning, self-monitoring, and self-reflection into classroom activities to strengthen students’ self-regulation skills, which have been shown to significantly enhance academic achievement.
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EMOTIONAL REGULATION AS A PREDICTOR OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN COMPUTER STUDIES IN ANAMBRA STATE
This study examined emotional regulation as a predictor of academic achievement in Computer Studies among secondary school students in Anambra State, Nigeria. Guided by two research questions with two testable null hypotheses at 0.05 alpha levels, the study employed a predictive correlational research design. The target population consisted of 42,572 Senior Secondary year Two (SS2) students offering Computer Studies, from which a sample of 600 students was drawn using a multistage sampling procedure involving of random and purposive sampling techniques. Data were collected using the Emotional Regulation Questionnaire (ERQ), which was validated by three experts from Nnamdi Azikiwe University, Awka. Students’ achievement scores in Computer Studies were obtained from teachers’ records. The internal consistency of the instrument was confirmed using Cronbach’s Alpha, yielding a reliability coefficient of 0.92. Data analysis was conducted using simple and multiple linear regression techniques. Findings indicated that emotional regulation accounted for 0.9% of the variance in students’ achievement scores in Computer Studies. Moreover, emotional regulation significantly predicted students’ achievement, with the suppression dimension emerging as the only statistically significant contributor. The study concluded that students who exhibit emotional regulatory capacity particularly through suppression tend to achieve slightly better outcomes in Computer Studies. It was recommended that educational psychologists and scholars develop and implement intervention strategies aimed at enhancing students' application of adaptive emotional regulation strategies, such as suppression and reappraisal, to improve learning outcomes.
PERCEIVED INFLUENCE OF AN INTERACTIVE PERIODIC TABLE SOFTWARE ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN CHEMISTRY IN ONITSHA NORTH L.G.A
Students face difficulties in understanding periodic table concepts, leading to poor achievement and retention. To address the problem, so many teaching methods have been used. Although interactive tools have been shown to improved learning, but their effect on retention and actual usage is not well established therefore, this study investigated the perceived influence of Interactive periodic table software on students’ academic achievement and retention in Onitsha North L.G.A. Gender difference was also considered. The study adopted a descriptive survey design and was conducted among 200 senior secondary school student 1(SS1), Data were collected using a structured questionnaire with a reliability value of 0.85 and analyzed using mean and standard deviation to answer the research questions. The findings revealed that students use the IPTS to a high extent in learning elements. The result also showed that use of the ITPS enhances students’ academic achievement and improves their retention of learned concept. Furthermore, the findings indicated that both male and female are positively influenced. Though male slightly retained learned concepts more than female. Based on the findings of the study, it was concluded that ITPS is a good instructional tools for improving students; learning outcome in chemistry. Teachers are encouraged to integrate ITPS into teaching and school management should provide the necessary tools to support their use in the classroom.
NEXUS OF STUDENTS’ ACADEMIC HARDNESS AND SELF-EFFICACY IN PHYSICS: EXAMINING THE MODERATING ROLE OF GENDER
This study investigated academic hardiness as a predictor of secondary school students’ self efficacy in Physics in Awka Education Zone. Two research questions and two null hypotheses, tested at the 0.05 level of significance, guided the research. A correlational survey research design was adopted for the study. The population consisted of 6072 (2927 males and 3145 females) senior secondary school two (SSS 2) students in the 67 public secondary schools in Awka Education Zone, from which a sample of 212 (105 males and 107 females) SSS 2 students was drawn using a multistage sampling procedure. The adapted Academic Hardiness Scale (SAHS) and Physics Self-efficacy Scale (PSS) were the instruments used to collect data for the study. The instruments were validated by three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instruments were established using the Cronbach Alpha technique, which yielded coefficients of .62 and .90 respectively. Data were collected through direct administration with the help of two research assistants. The collected data were analyzed using the Pearson Product-Moment Correlation, coefficient of determination (R2), and ANOVA analysis. The findings of the study revealed that academic hardiness is not a significant predictor of male and female secondary school students’ self-efficacy in Physics. Based on the findings, it was recommended that Physics teachers should systematically incorporate cooperative learning strategies, form study groups, and create a classroom culture where asking questions and seeking help is normalized and encouraged. Also, it was recommended that students should view difficult topics in Physics not as indicators of low ability but as opportunities to learn and grow, leveraging social support to persist through them.
ACHIEVEMENT BELIEFS, CREATIVITY AND ACADEMIC MOTIVATION AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN MATHEMATICS IN ANAMBRA STATE, NIGERIA
The study investigated achievement belief, creativity and academic motivation as predictors of academic achievement of secondary school students in mathematics in Anambra state, Nigeria. Four research questions guided the study and four were tested at 0.05 level of significance. The predictive correlation design was adopted for the study. The population of the study comprised 21,204 senior secondary two (SS2) students in Anambra State, out of which 720 students obtained using random and purposive sampling techniques were involved in the study. The instruments for data collection were validated by three experts from the Departments of Science Education and Educational Foundations (Measurement and Evaluation), Nnamdi Azikiwe University, Awka. The reliability of achievement beliefs scale, creativity inventory and academic motivation scale was established using Cronbach Alpha. For achievement beliefs scale and .73, Creativity inventory, .73 for academic motivation scale, .71. The students’ achievement scores in Mathematics were obtained from the teachers’ proforma whereas achievement beliefs scale creativity inventory and academic motivation scale and were administered on the students with the help of six research assistants. Data obtained were analyzed using simple and multiple linear regressions. The findings of the study among others revealed that achievement beliefs, creativity, and academic motivation jointly made significant contribution to the prediction of students’ mental ability. Among the predictors, achievement beliefs enhanced students’ mental ability and academic achievement in Mathematics while academic motivation showed the highest beta weight, indicating that motivated students tend to exhibit and improved academic outcome in Mathematics. Creativity also positively influenced mental ability in Mathematics. Based on the above findings. It was recommended among others that teachers and school administrators design instructional strategies that foster creativity, sustain academic motivation and strengthen positive achievement beliefs to improve students’ mental ability and academic achievement. From the findings recommendations and conclusions were made.