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
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.
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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.
MULTIMEDIA UTILISATION AND ACADEMIC ACHIEVEMENT IN BIOLOGY: A CROSS-SECTIONAL SURVEY OF SECONDARY SCHOOL STUDENTS IN AWKA EDUCATION ZONE
This study examined the perceived influence of multimedia-integrated learning packages (MILPs) on students’ learning of biology in secondary schools within Awka Education Zone. A descriptive survey design was adopted, and data were collected using a structured questionnaire administered to students. The study investigated students’ perceptions of MILPs, their impact on academic engagement and understanding, as well as the challenges associated with their use. Findings revealed that MILPs positively influence students’ learning of biology by enhancing comprehension, increasing interest, and promoting active participation during lessons. Students reported that multimedia tools such as videos, animations, and interactive content made abstract biological concepts easier to understand. However, several challenges were identified, including inadequate access to technological resources, poor infrastructure, limited teacher competence in multimedia usage, and irregular power supply. The study concludes that while MILPs have significant potential to improve biology education, their effectiveness is constrained by systemic and infrastructural limitations. It is therefore recommended that stakeholders invest in digital infrastructure, provide teacher training, and ensure consistent access to multimedia resources to optimize learning outcomes.
INVESTIGATING PERCEPTIONS OF UNDERGRADUATE SCIENCE EDUCATION STUDENTS ON THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN THE TEACHING AND LEARNING OF MATHEMATICS
This study investigated the perceptions of undergraduate science students regarding the use of artificial intelligence in the teaching of mathematics. The targeted population comprised 137 students( 42 male students and 95 female students) in the school of sciences,Nwafor Orizu College of Education, Nsugbe, Anambra State in 2024/2025 academic year .The sample represents the entire poulation of 137 students(comprises of 46 Biology ,18 Chemistry,10Mathematics ,4 Physics ,59 Computer Science) ,who enrolled for the Elementary Mathematics 1( MTH101)lesson using census sampling method because .This is becauseThe instrument for data collection was a 30 item 4 -point scale questionnaire classified into five thematic category named as Artificial Intelligence Perception Questionnaire(AIPQ). The data obtained was analyzed using mean, standard deviation and t-test statistics. From the findings of the study, it was determined that artificial intelligence perceptions of the students of the Computer Science , Mathematics and Physics students perception were higher than the students of the Biology and chemistry departments. Also the negative perceptions of all sample groups about artificial intelligence concept are more significant than positive perceptions.Based on the findings,it was recommended among others that the Nigeria curriculum should incorporate AI literacy, helping students understand the strengths, limitations, and proper applications of AI in mathematical problem-solving.
EFFECT OF NUMBER LINE SYSTEM GAME IN TEACHING AND LEARNING OF ARITHMETIC TO BASIC FOUR PUPILS IN IHIALA LOCAL GOVERNMENT AREA, ANAMBRA STATE
This study investigated into the effect of the use of number line system game in teaching and learning of arithmetic to primary four pupils in Ihiala L.G.A. of Anambra State. Two research questions and two hypotheses guided the study. The design of the study was a quasi – experimental research design. The population was seven hundred and sixty-five (765) primary four pupils in Ihiala LGA of Anambra State. Two primary schools and two intact classes were selected using simple random sampling techniques by balloting method out of 23 primary schools in Ihiala L.G.A..The Number Line System Game Achievement Test (NLSGAT) which consist of twenty (20) multiple choice questions was used for data collection. The experimental group was taught arithmetic using the number line system game while the control group was taught the same content using the conventional method. The research questions formulated were analyzed using mean and standard deviation while the two hypotheses were tested using Z-test. Findings to this study revealed that; pupils taught arithmetic using the number line system game performed better than their counterparts taught without using the number line system game. The result also revealed that there was no significant difference between the mean achievement scores of male and female pupils taught with number line system game. Based on the findings of the study, it was recommended among others that the school administrators, stakeholders and government should encourage the use of number line system game in the teaching of arithmetic to primary school pupils in Anambra State.
CULTURALLY RESPONSIVE PEDAGOGY: INCORPORATING LOCAL RESOURCES AND INDIGENOUS PRACTICES TO IMPROVE STUDENTS’ ACHIEVEMENT IN SECONDARY SCHOOL CHEMISTRY
The study investigated the impact of culturally responsive pedagogy by incorporating local resources and indigenous practices, on students’ achievement in secondary school Chemistry. The study adopted a quasi- experimental design, specifically pretest posttest non -equivalent control group. Two research questions and three null hypotheses tested at.05 level of significance guided the study. The population of the study comprised 435 (214 male and 221 female) SS1 students in all the public secondary schools in Umuahia North Local Government Area, Abia State. The sample size consisted of 115 (50 male and 65 female) students drawn from the target population using simple random sampling and purposive sampling techniques since gender is a variable in the study. The instrument for data collection, chemistry achievement test (CAT) was face and content validated by three experts in Science Education Department, Michael Okpara University of Agriculture, Umudike. The reliability coefficient of CAT was determined to be 0.74 using Kuder Richardson formula 20 (KR-20). Research questions were answered using mean and standard deviation while the null hypotheses were tested at .05 level of significance using ANCOVA. The findings of the study indicated a significant difference in students’ achievement between those taught using local resources and indigenous practices and those taught with lecture method, in favour of the experimental group. Again, a non- significant difference in achievement was observed between male and female students exposed to local resources and indigenous practices, and the interaction effect of method and gender was also not significant. It was recommended that chemistry teachers should teach students with materials and examples from their immediate environment to achieve positive results.
EFFECT OF ADVANCE ORGANIZERS ON ACADEMIC ACHIEVMENT AND RETENTION OF KINETIC THEORY OF MATTER AMONG BASIC SCIENCE AND TECHNOLOGY STUDENTS IN UYO
This study examined the effect of Advanced Organizers on academic achievement and retention of Kinetic theory of matter concepts among Basic Science and Technology students in Uyo. Four research questions and four null hypotheses gave direction to the study. The study adopted a non- randomized pre-test, post-test, control group quasi-experimental design. The population consisted of 2,010 Junior Secondary Two (JSS2) Basic Science and Technology students, while 200 students obtained through simple random sampling technique formed the sample size. A researcher developed instrument: Kinetic Theory of Matter Achievement Test (KTMAT), with a reliability co-efficient of 0.87 determined using Kuder- Richardson 21 formula, was used for data collection. The statistical tools used for analysis were the mean, standard deviation and Analysis of Covariance. The findings indicated a significant difference in the mean achievement, retention scores of students taught Kinetic Theory of Matter using Advance Organizers, and of those taught using Expository teaching method in favour of the students taught using Advance Organizers. Also, there was no significant influence of gender on the mean achievement and retention scores of the students when exposed to Advance Organizers. Consequently, it was recommended among others that, Basic Science and Technology teachers should make effective use of Advance Organizers teaching strategy in teaching Kinetic Theory of Matter concepts in Junior Secondary School.
HARNESSING TECHNOLOGY FOR EFFECTIVE SCIENCE TEACHING PEDAGOGIES IN HIGHER INSTITUTIONS IN NIGERIA IN AN ERA OF INSECURITY AND ECONOMIC MELTDOWN.
The study investigated Harnessing Technology for Effective Science Teaching Pedagogies in Higher Institutions of Learning in Nigerian in an era of Insecurity and Economic Meltdown. This is a descriptive survey study. The study was carried out in Nnamdi Azikiwe University Awka, South East Nigeria. To guide the research, three questions were formulated by the researchers. The population of the study comprises of all teaching staff members from faculty of education Nnamdi Azikiwe University Awka. A simple random sampling technique was used to select 125 teaching staff from Science Education, Health Education and Human Kinetics departments in Faculty of Education at Nnamdi Azikiwe University Awka for the study. Data collection was done using a validated questionnaire instruments on Harnessing Technology for Effective Science Teaching Pedagogies in Higher Institutions in an era of Insecurity and Economic Meltdown (HTESTPHILEIEM), consisting of 25 items which were distributed and were collected on the spot to ensure that the instruments returned completely. The reliability index was determined by administering the questionnaire to 20 teaching staff from the science education, Health Education and Human Kinetics department in faculty of Education at Chukwuemeka Odumegwu Ojukwu University, yielding an impressive coefficient of 0.86 through Cronbach Alpha technique coefficient analysis. Mean and standard deviation was used to answers the research questions. The findings of this study showed established that technology-enhanced pedagogies for science teaching in higher institutions of learning were effective, infrastructural requirements are needed for the successful integration of technology-enhanced pedagogies into science teaching in higher institutions of learning and, that educator support is needed for successful integration of technology-enhanced pedagogies into science teaching in higher institutions of learning in an era of insecurity and economic meltdown. Based on the findings, recommendations were made among which are that higher institution in Nigeria should endeavour to have technological infrastructures and facilitate regular training of teachers on the effective ways of integrating technology for effective science teaching pedagogies in our institutions of learning in the best interest of our nation and our students in particular.
TEACHERS’ INSTRUCTIONAL EFFECTIVENESS IN BIOLOGY IN OBINGWA LOCAL GOVERNMENT AREA, ABIA STATE
This study was designed to determine the effect of the use of Internet on teachers’ instructional effectiveness in Biology. Pre and post non-control design was used for the study. Two research questions and two hypotheses guided the study. The population of the study consisted of 32 SS11 Biology teachers in Obingwa Local Government Area, Abia state Nigeria. A sample of twelve teachers, six males and six females gotten through multi-stage sampling technique were used for the study. The instrument used for data collection was Teachers’ Instructional Effectiveness Scale (TIES) with internal consistency of 0.90 established using Cronbach alpha approach. Mean and standard deviation were used to answer the research questions. Hypotheses one and two were tested using the paired sample t-test and Analysis of Covariance respectively at 0.05 level of significance. The result revealed that the use of Internet in teaching enhances teachers’ instructional effectiveness. More so, there was no significant difference between the male and female teachers’ instructional effectiveness. It was therefore recommended that Biology teachers should use Internet in planning and delivering of lessons for improved instructional effectiveness.
RELATIONSHIP BETWEEN ACADEMIC RESILIENCE AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN PHYSICS IN AWKA EDUCATION ZONE, ANAMBRA STATE
The study investigated the relationship between academic resilience and academic achievement among secondary school students in Physics in Awka Education Zone of Anambra State. The research was guided by two research questions and two null hypotheses which were tested at 0.05 level of significance. Correlation research design was adopted for the study. The population of the study comprised 2532 secondary school two (SS 2) students offering Physics from 62 public secondary schools in the Zone. Multi-stage sampling procedures was used to draw 345 sample size from the population. The instruments used for data collection included; Physics Resilience Questionnaire (PRQ) and average scores of students for 2024/2025 academic session. The instrument PRQ was validated by three experts, two from the Department of Science Education and one from Educational Foundations (Measurement and Evaluation unit), all in Nnamdi Azikiwe University, Awka. The reliability of the instruments were established using Cronbach's alpha, with coefficients of 0.79 for PRQ, indicating satisfactory internal consistency. The data collected were analyzed with Pearson Product-Moment Correlation and Multiple Linear Regression analysis, using Statistical Package for Social Sciences (SPSS, version 25). The findings of the study showed that there is a weak positive relationship between academic resilience and academic achievement among SS2 students offering Physics. The study further showed a weak positive significant relationship between academic resilience and academic achievement among male students while it showed a moderate positive significant relationship between academic resilience and academic achievement among female students. Based on the findings, the study concluded that students who demonstrate higher levels of academic resilience tend to perform better academically, but the influence of resilience on achievement is relatively low. Furthermore, academic resilience contributes more significantly to the academic achievement of female Physics students than male students. The study recommended amongst others that schools should design interventions such as mentorship, peer-support groups and problem-solving activities that strengthen students’ ability to cope with challenges in Physics learning.
SOCIAL MILIEU AS A PREDICTOR OF SCIENCE STUDENTS’ ACADEMIC PERFORMANCE IN AWKA SOUTH LOCAL GOVERNMENT AREA, ANAMBRA STATE.
Social milieu as a predictor of science students’ academic performance in Awka south LGA of Anambra State, Nigeria is guided by the three (3) research questions and three (3) hypotheses tested at 0.05 level of significance. The study adopted a correlational research design. Population of the study comprise of 2126 senior secondary two (SS2) students’ with a sample size of 180 students by proportionate stratified random sampling technique drawn from 19 government-owned senior secondary schools in Awka South LGA of Anambra State. A structured questionnaire by the researchers was used to collect data from the students’. The instrument was validated by experts in Science Education and Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha method and a reliability coefficient of 0.85 was obtained. Data were distributed and collected on the spot. The data collected were analyzed using SPSS data analysis output. The findings of the study revealed moderate positive relationship between the predictive values of family background and peer interaction on secondary school science students’ academic performance. Also, there exists a low positive relationship between school environment and students’ academic performance in science. It was recommended among others that effort be made in addressing the social milieu factors to enhance secondary school science students’ academic performance. This involves empowering students through awareness programs, equipping parents with workshops and engagement initiatives and providing teachers with training and development opportunities.
SELF-EFFICACY AS A PREDICTOR OF ACADEMIC ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY AMONG STUDENTS IN ANAMBRA STATE
The study examined self-efficacy as a predictor of academic achievement in basic science and technology among students in Anambra State. The study was guided by two research questions, and two hypotheses (tested at 0.05 level of significance). The study is a correlational research which adopted a predictive design. The study population comprised of 6250 Upper Basic 8 Students from 20 public schools from 267 schools in the state. Using multistage, purposive sampling technique, proportionate stratified random sampling technique and simple random sampling technique, an education zone and a total sample size of 376 (170 males and 206 females) were drawn from the population. One research instrument, Self Efficacy scale for Basic Science and Technology instrument (SESBST) adapted from Gafoor and Ashraf’s (2006) Self- Efficacy Scale was given out to respondents. Academic achievement was measured using Basic Science and Technology test score of students provided by the teachers. Research instrument was validated by three experts; two from the Department of Science Education and one expert in Measurement and Evaluation unit of the Department of Educational Foundations, all in Nnamdi Azikiwe University Awka, and internal consistency was established using Cronbach’s alpha. The overall reliability coefficient of the instrument was found to be 0.99 for SESBST. Data collected from respondents were analyzed using regression statistical method and Hayes Process. Linear Regression was used to answer the research question one while Hayes Process was used to answer research question two. ANOVA Regression was used to test null hypothesis one at 0.05 level of significance while Hayes process was used to test hypothesis two at 0.05 level of significance. Findings show that self-efficacy significantly predict academic achievement among upper basic 8 Basic Science students in Awka Education Zone. Further analysis revealed that the moderating influence of gender on students’ self-efficacy in predicting their academic achievement in basic science and technology is significant. This implies that teachers should prioritize the development of students’ self efficacy while future researchers could examine whether increasing self-efficacy causes improvements in achievement. Based on research findings, it was recommended that Basic Science and Technology teachers should provide mastery experiences by designing hands-on activities and experiments that students can successfully complete to boost their beliefs in themselves (self-efficacy) and also show students examples of peers and role models successfully engaging in science and technology so as to boost self-efficacy.
PERCEPTION OF SCIENCE EDUCATION STUDENTS ON THE AVAILABILITY AND USABILITY OF TECHNOLOGICAL TOOLS IN TEACHING AND LEARNING AT NNAMDI AZIKIWE UNIVERSITY AWKA.
The researchers delved into the Perception of Science Education Students on the Availability and Usability of Technological tools in Teaching and learning at Nnamdi Azikiwe University Awka in the era of Insecurity and Economic Meltdown. Descriptive survey research design was employed in the study. The study was guided by four research questions. The population of the study was consisted of nine hundred and eighty-six (986) undergraduate regular students in the Department of Science Education. The sample for the study consisted of one hundred and twenty (120) students chosen using stratified sampling technique. The instrument for data collection was questionnaire titled Availability and Usability of Teaching and Learning Technological Tools (AUTLTT). The AUTLTT was validated by three experts from Faculty of Education in Nnamdi Azikiwe University Awka. The reliability of the instrument was established using Cronbach Alpha Reliability technique given a reliability coefficient of 0.78 The data were analysed using Mean Score. The findings revealed among others that majority of the technological tools are not available in teaching and learning of Science Education courses. Many challenges such as inadequate and lack of access to the technological tools, poor and epileptic power supply/ internet access, lack of trained personnel among others face the use of technology in teaching and learning of Science Education courses. The researchers equally made recommendation of funding both the Science Education Department and other servicing Departments for procurement of technological tools for effective teaching and learning. The University internet provider and power supply should equally be upgraded. In-service training for the use of these tools was also recommended among others by the researchers.
ASSESSING THE DUAL INFLUENCE OF SOCIAL MEDIA ON MATHEMATICS UNDERGRADUATES’ LEARNING OUTCOMES.
This study examined assessing the dual influence of social media on mathematics undergraduates’ learning outcomes. The research provided five research questions and two hypotheses to determine the student activeness on social media in relation to their learning outcome. This study adopted a descriptive survey design. The populations used for this study comprised of all the full-time undergraduate students of mathematics from Tai Solarin University of Education. Using convenience sampling technique, a total sample of one hundred and five respondents were selected across all levels for the study. A self-developed Questionnaire; face validated by experts with reliability coefficient of 0.86 established using Cronbach Alpha, was used for data collection. Also, the students’ academic records were collected from the departments. Data collected for the study was analyzed using Statistical Package for the Social Sciences (SPSS) version 21. Frequency counts, percentage, mean and standard deviation addressed research questions while the hypothesis generated were tested using multiple regression analysis. The findings revealed that WhatsApp is the highest social media students are exposed to follow by Facebook, Instagram, TikTok, Twitter and Snapchat. It was concluded that social media has a dual influence (positive and negative) on students learning outcome. However, to have a more positive learning outcome, it was recommended that social media network usage by students should focus on the academic relevance.
ECONOMIC MELTDOWN AND INSECURITY: RETHINKING THE ROLE OF SCIENCE IN NATION BUILDING
The ongoing convergence of economic collapse and insecurity present a serious threat to nation building in low and middle income contexts and together, economic collapse (characterized by issues like inflation, fiscal deficits and unemployment) combined with expanding insecurity (the existence of terrorism, communal violence and organized crime) create a feedback loop that destabilizes development. Traditional modes of engagement like foreign aid or political reform are often too inaccurate, lack innovative disruptions, and require foresight, future-looking prospects but fails to recognize the importance of science and innovation, specifically in the design of sustainable and systemic solutions. This article rethinks science as an agent for change in national development. We argue that science, which in this case extends to research, technology, innovation, and evidence-based provision, needs to be repositioned at the centre of economic recovery and security reform moving forward. This study showcases how deliberate investments enhances scientific research, STEM education, data-based policymaking, and technology infrastructure can lead to renewed economic recovery, improved national security, and rebuilding public confidence. Ultimately, the article supports the purposeful infusion of science into governance, policy and society, and moving it from the background to the forefront of progress. Faced with impending economic collapse and rising threats, science is no longer an option, it is the catalyst for re-birth.
DRIVING TECHNOLOGICAL COMPETITIVENESS THROUGH CURRICULUM INNOVATION IN BIOLOGY EDUCATION IN AGUATA LGA OF ANAMBRA STATE: A POSITION FOR 21ST CENTURY LEARNING REFORMS
Driving technological competitiveness through curriculum innovation is essential for preparing students to thrive in the modern world. It enhances digital literacy, critical thinking, and student engagement, aligning education with the demands of the 21st century. Recognizing this, this study investigated the driving technological competitiveness through curriculum innovation in Biology education: a position for 21st century learning reforms. Three research questions guided the study. The study adopted a descriptive survey design. The entire population of 48 Biology teachers from Aguata LGA in Anambra State was used hence no sampling. Data collection involved a 30 structured questionnaire items, validated by three experts. The instrument demonstrated high reliability, with a Cronbach’s alpha of 0.85. The analysis employed the mean score and standard deviation to identify general consensus among respondents. Findings revealed that teachers face significant challenges in integrating technology into Biology curricula, including limited access to technological resources, inadequate training, and resistance to change. Despite these obstacles, teachers strongly agreed that technology-enhanced curriculum positively impact and prepare learners for the global workforce. The study also revealed the potentials of technology to make Biology lessons more engaging and interactive. Respondents favored strategies such as regular professional development focused on digital literacy, increased infrastructural support, and curriculum reforms that embed digital competencies. The study recommends continuous updates to the Biology curriculum to embed emerging technologies and digital tools, making it more relevant and engaging for students. The study concluded that curriculum innovation is crucial for bridging the gap between traditional teaching methods and modern learner needs.
STUDENT’S SELF-REGULATORY SKILLS AS CORRELATE OF THEIR ACADEMIC ACHIEVEMENT IN BIOLOGY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Students need for self-regulatory skills for academic success, personal growth and future career has been underscored. Various studies focus on different aspect of self-regulation but the applicability, implementation and nexus with self-efficacy and motivation, as integral skills for success in biology remain pertinent. Therefore, the study examined self-regulatory skills (self – efficacy and motivation) as correlate of students’ academic achievement in Biology in public secondary schools in Anambra State. Two research questions and Two Hypotheses tested at 0.05 level of significance guided the study. Correlational research design was adopted for the study. The population of the study comprise 8,019 SS2 students drawn from 94 Public secondary schools in Awka and Otuocha education zone in Anambra State Post Primary school service commission Awka. A total of 637 SS2 Biology students formed the respondents for the study and were drawn using simple random sampling technique. Students’ self-regulatory skills scale (SSRSS) and Student's Biology Interest Scale (SBIS) validated at a reliability coefficient of 0.86 and 0.79 respectively served as instruments. Cronbach Alpha was used to test for the consistency of the reliability of the instruments. Pearson’s Product Moment correlation coefficient was used to answer the research questions. t-Test correlation was used to test hypotheses 1 and 2. The findings of the study revealed that there was low positive correlation between self – efficacy skill on academic achievement. There was low positive correlation between motivation skill on academic achievement. The relationships were not statistically significant. Students should practice self-reflection to identify their area of strength and weakness in biology subject to promote self-regulatory skills. The study recommended among others that teachers should incorporate activities that promote self-efficacy and problem -solving skills such as setting achievable goals and providing feedback. Students should inculcate the mindset of achieving a set goal for learning biological concepts in order to boost their interests and achievement.
EFFECT OF COMPUTER SIMULATIONS PACKAGE ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS IN ANAMBRA STATE
This study investigated the effect of Computer Simulation Package (CSP) on academic achievement of students in physics. The research design was quasi experimental research design, specifically, non-equivalent control group. The sample consisted of 65 senior secondary school two (SSII) students which is made up of 50 experimental group (28 males and 22 females) while control group was 15 students (2 males and 13 females) drawn from two co-educational secondary schools in Awka Education Zone of Anambra State. Instrument used for data collection was Physics Achievement Test (PAT) which was validated by physics education lecturers from science education department and pilot-tested in another zone. Scores obtained from pre-test and post-test were used to estimate the instrument reliability and its reliability co-efficient was found to be 0.88 using Kuder Richardson formula 20. The hypotheses were tested at 0.05 level of significance using ANCOVA. The result revealed that computer simulation was more effective in enhancing students’ academic achievement in physics than lecture method; there was no significant difference on students’ academic achievement due to gender. It was recommended that computer simulation package should be adopted for teaching physics concepts. Based on the findings, it was concluded that computer simulation should be employed in physics teaching in order to improve the students’ academic achievement and increase their retention capacity and also the government and education stakeholders should encourage the use of computer simulation package in teaching physics in secondary schools.
EFFECT OF USE OF COMPUTER SIMULATIONS ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE IN ENUGU EDUCATION ZONE, NIGERIA
This research examined the effect of use of computer simulations in instructional delivery on students’ achievement in Basic science in Enugu Education Zone of Enugu state. The study was guided by two research questions and three null hypotheses. A pretest-posttest non equivalent control group quasi-experimental design was employed. Population of the study consisted of all Junior Secondary School Two (JSS2) students enrolled in public secondary schools within the Enugu Education Zone, from which 120 students was sampled using purposive and random sampling techniques. Data were collected using the Basic Science Achievement Test (BSAT), which was validated by three experts. The reliability of the CAT was determined using the Kuder-Richardson Formula 20, resulting in a reliability coefficient of 0.84. The experimental group was taught specific Basic science concepts using Computer simulations, while the control group received instruction on the same concepts through the traditional lecture method (LM). Data were analysed using mean, standard deviation, and analysis of covariance (ANCOVA). The results indicated that the use of computer simulation in instructional delivery significantly improved students' achievement compared to the lecture method. No significant influence of gender on students’ achievement in Basic science was observed. Based on these findings, it was recommended that schools should integrate computer simulations into teaching, particularly Basic science, to improve student performance through interactive, experiential learning.
REFORMING LEGAL FRAMEWORKS FOR SCIENCE AND TECHNOLOGY EDUCATION IN NIGERIA: A PATHWAY TO INNOVATION IN TIMES OF NATIONAL CRISIS
The advancement of science and technology education is vital to Nigeria’s sustainable development and global competitiveness. However, persistent insecurity and economic crises have disrupted science teaching, exposed institutional weaknesses, and revealed the inadequacy of existing legal frameworks to support a resilient education system. The central problem this research addresses is the insufficiency of Nigeria’s current legal and policy structures to effectively safeguard and promote science and technology education, particularly in crisis-prone and underserved regions. This raises key research questions: To what extent do Nigeria’s legal instruments provide enforceable and adaptable support for science education? What legal reforms are necessary to make the system inclusive, resilient, and future-proof? The purpose of this study is to critically evaluate the legal and policy environment governing science and technology education in Nigeria, identify systemic gaps, and propose reformative measures aligned with international best practices. Drawing on a rights-based approach to education and the innovation systems theory, this paper employs qualitative legal analysis to review key statutes, including the Constitution, the National Policy on Education, the Universal Basic Education Act, and the National Science, Technology and Innovation Policy. Comparative models from Kenya, India, and South Africa are also examined to derive best practice insights. The findings reveal that although Nigerian laws acknowledge the importance of science education, they lack comprehensive, enforceable, and context-sensitive provisions necessary for effective implementation. The results show that the absence of digital infrastructure mandates, legal protections for virtual learning, and institutional coordination mechanisms undermines the delivery of science education, especially during national emergencies. The study recommends the enactment of a Science and Technology Education Reform Act, the inclusion of mandatory digital infrastructure provisions in relevant laws, and the development of legal protections for e-learning platforms to safeguard educational continuity. It further advocates for integrating adaptive learning frameworks and strengthening inter-agency collaboration.
ENHANCING SECONDARY SCHOOL STUDENTS’ KNOWLEDGE RETENTION IN MATHEMATICS USING THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY IN MATHEMATICS IN ONITSHA EDUCATION ZONE, ANAMBRA STATE
This study investigated effect of Think-Pair-Share instructional strategy on students’ knowledge retention in circle geometry in Onitsha Education Zone of Anambra State. The study was guided by two research questions and three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental research design, specifically, the pre-test, post-test non-equivalent control group design. The population of the study comprised 5,056 senior secondary two (SS2) students offering Mathematics in State Government-owned secondary schools in Onitsha education zone of Anambra state. A sample of 80 senior secondary school two (SS2) Mathematics Students selected using multi-stage sampling approach was used for the study. The instrument for data collection was the Mathematics Retention Test (MRT) which was validated by three experts and tested for reliability using Kuder-Richardson (KR-20) formula which yielded a reliability index of 0.85. Data collected were analysed using mean, standard deviation and analysis of covariance (ANCOVA). The findings of the study revealed among others that there was a significant difference between the mean retention scores of students taught circle geometry using Think Pair-Share and those taught using Direct Instruction method in favour of the experimental group. In conclusion, students taught circle geometry using the Think-Pair-Share (TPS) instructional strategy achieved higher mean scores in retention compared to those taught using the Direct Instruction Method. Based on the findings, it was recommended, among others, that mathematics teachers should incorporate TPS as a primary instructional strategy, particularly, when teaching complex geometric concepts and also workshops and training should be organized for mathematics teachers to enhance their pedagogical skills in implementing TPS effectively.
EFFECT OF INQUIRY-BASED LEARNING ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS
A fundamental understanding of heredity and variation by secondary school students, predicate the need for teaching methods that foster critical thinking, problem solving and informed decision making which also promote interest and achievement gains in the subject. Thus, informing the current study which sought to examine the effect of inquiry-based learning (IBL) on secondary school students’ achievement in genetics. Despite earlier studies the need to address students’ achievement in genetics persists. Two research questions and two hypotheses guided he study. Quasi experimental pretest-post-test was the study design. Population of the study comprised 13, 596 biology students in Anambra State Public Secondary Schools. The sample size was made up of 300 SS3 biology students (134 male and 166 females) drawn from 6 intact classes of 135 (54 males and 81 females) with experimental group 165 (80 males and 85 females) and control group randomly assigned. The instruments for data collection Genetic Achievement Test (GAT) reliably established at coefficient of 0.86 respectively. Research questions were answered using mean and standard deviation while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results revealed a p-value of 0.000 in achievement. Hence, rejecting the corresponding null hypotheses. Also, with a p-value of 0.905 for male and female students’ achievement, the result accepted the null hypotheses for achievement. By implication, students exposed to IBL achieved significantly higher achievement than those exposed to lecture method. However, there is no significant difference in male and female students’ mean achievement. Major contribution to knowledge of this study is that this study established that exposure of secondary school students to IBL approaches is essential in enhancing deeper learning for understanding of genetics and other science subjects, while improving their soft, investigative and critical thinking skills which are necessary in leveraging their future career paths and employability after school.
CURRICULUM INNOVATION IN SCIENCE TEACHING FOR TECHNOLOGICAL COMPETITIVENESS IN AN ERA OF INSECURITY AND ECONOMIC MELTDOWN
Science education plays a pivotal role in equipping learners with mindset, knowledge and skills needed to contribute and thrive in innovation-based economies and promoting technological competitiveness through science teaching and learning is important in a more coordinated and technological driven-world. Curriculum innovation in science teaching and learning becomes essential to ensure that students are literate in both scientific principles and its applications creatively and critically in technological and engineering contexts by employing project based learning, collaborative problem solving and the integration of digital tools which will help learners steer through modern science and technological competitiveness at the national and global levels depends heavily on how well students are prepared to tackle scientific and technological challenges. This paper therefore, explores the curriculum innovation in science teaching for technological competitiveness. The curriculum innovation employed should demonstrate improved students’ engagement, conceptual understanding and readiness for future technological advancement and the curriculum itself should serve as a tool for educational institution to inculcate the knowledge of science and the skills to apply technological advancement in driving innovation and competitiveness in a global economy and also the curriculum should be dynamic, interdisciplinary and forward looking by fostering creativity, scientific curiosity and technological proficiency, which will help prepare a generation that can adapt to and lead to technological leadership tomorrow.