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
SELF-EFFICACY AS CORRELATES OF SECONDARY STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN OGIDI EDUCATION ZONE.
The study examined self-efficacy as correlates of students’ academic achievement in Mathematics in Ogidi Education Zone of Anambra state. Two research questions guided the study while two hypotheses were tested at 0.05 alpha level. A correlational survey design was adopted. The population of the study comprised 2,840 senior secondary school senior secondary two (SS2) Mathematics students from Ogidi Education Zone of Anambra state. The sample size of this study consists of 1,420 SS2 students offering Mathematics and drawn from secondary schools in Ogidi education zone, using multi stage sampling procedure. The instruments are Mathematics self efficacy Questionnaire (MSEQ) and average termly score of from teacher’s grade book. The instrument used was validated by three experts, all from Nnamdi Azikiwe University, Awka. The reliability of the instruments was established using Cronbach alpha method. The reliability coefficients of MSEQ was found to be 0.85. The data were collected with the help of the research assistants who were Mathematics teachers. Pearson product moment correlation (r) and R2 were used to answer the research questions and to test the hypotheses. While Hayas process was use to answer research question and test hypotheses that has gender as moderating variable. The finding revealed that the relationship between self-efficacy and students’ academic achievement in Mathematics is moderately positive and not significant. Also the study found that the relationship between self-efficacy and students’ academic achievement in Mathematics as moderated by gender is moderately positive and significant. It was recommended that teachers should help students build self-confidence in Mathematics through regular practice, clear examples, and step-by-step feedback. Finally, Guidance counselors and class teachers should monitor students who show low confidence and offer support early, since self-efficacy showed at least moderately positive result
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EFFECT OF ETHNOMATHEMATICS TEACHING APPROACH ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN LOCUS IN ISOKO NORTH LOCAL GOVERNMENT AREA
This study investigated the effect of the ethnomathematics teaching approach on senior secondary school students’ academic achievement in locus in Isoko North Local Government Area of Delta State, using Vygotsky’s (1978) Social Constructivist Theory. The study was guided by three research questions and three hypotheses tested at a 0.05 level of significance. The study adopted a quasi-experimental research design, specifically the pretest-posttest non-randomised control group design. The population of the study comprised 1,428 Senior Secondary School Two (SSII) students in public secondary schools in Isoko North Local Government Area. A sample of 252 students drawn from four intact classes in four selected public secondary schools was used for the study. The instrument for data collection was the Locus Achievement Test (LAT), which contained 50 multiple-choice items selected from past WAEC Mathematics question papers, from 2015 to 2025. The reliability of the instrument was established using the Kuder-Richardson Formula 21 (KR 21), and a reliability coefficient of 0.70 was obtained. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed that students taught locus, using the ethnomathematics teaching approach, achieved significantly better results than those taught using the lecture method. The findings also showed no significant difference between the achievement scores of male and female students taught using the ethnomathematics teaching approach, and no significant interaction effect between teaching approach and gender on students’ achievement in locus was observed. The study concluded that the ethnomathematics teaching approach is an effective and gender-inclusive teaching approach for improving students’ academic achievement in locus. It was therefore recommended among others that Mathematics teachers should adopt this approach in the teaching of locus and other Mathematics concepts in secondary schools.
CRITICAL THINKING DISPOSITION AND BIOLOGY STUDENTS’ ACHIEVEMENT: COMPARATIVE EFFECTS OF THE 4MAT AND 5E INSTRUCTIONAL APPROACHES
This study examined the comparative effects of 4MAT and 5E instructional approaches on the academic achievement and critical thinking disposition of biology students in Imo State, Nigeria. For this study, a quasi-experimental design was used. The sample comprised 85 SS2 Biology students, selected using purposive sampling technique. Using two validated instruments named Biology Achievement Test (BAT) and Biology Critical Thinking Disposition Rating Scale (BCTDRS), data on student achievement and critical thinking disposition were collected. To test the instruments for reliability, Kuder Richardson 20 was used for the BAT and Cronbach Alpha statistics for the BCTDRS and coefficients of 0.77 and 0.75 were obtained respectively. To answer the questions posed, the researcher utilized mean and standard deviation scores, while the hypotheses were tested with ANCOVA F-test at 0.05 significance. The findings of the study are as follows: students taught Biology by employing the 5E instructional approach significantly outperformed those taught using the 4MAT method (p<.05), while those taught using the 4MAT method significantly performed better in their critical thinking disposition than their counterparts taught using the 5E (p<.05). The researcher recommended that biology teachers adopt the 5E method for improved academic achievement and 4MAT for improved critical thinking disposition.
DIGITAL LITERACY AS PREDICATOR OF SECONDARY SCHOOL STUDENT’S ACADEMIC ACHIEVEMENT IN CHEMISTRY IN ENUGU STATE
The study investigated digital literacy as predictor of secondary school student’s academic achievement in Chemistry in Enugu State. Two research questions and two hypotheses guided the study. The population of study was 4934 SS2 Chemistry students. The sample size of the study consisted of 347 SS2 Chemistry students 186 male and 161 female. The sample was drawn using multistage sampling procedure involving different techniques. Two instruments were used for data collection. They are Chemistry Digital Literacy Inventory (CDLI) and Chemistry Achievement Test (CAT). CDLI contained 26 item questions developed by the researchers while CAT contained 40 objective questions. The two instruments were validated by three experts. The reliability of (CDLI) was 0.77 using Cronbach alpha while the reliability of (CAT) was 0.77 using Kuder Richardson 20 formula. This indicated that the two instruments were reliable. The research question were answered using r and R2 while the hypotheses were tested using P- value. The findings revealed that there is moderate predictive power of digital literacy on secondary school student’s academic achievement in Chemistry and the prediction was statically significant (r = 0.793: R2 = 0.629: Sig. t = 0.000). Furthermore, the result revealed a high and moderate positive predictive strength of chemistry digital literacy scores on male and female students’ achievement scores in chemistry and the prediction was statically significant (Male: r = 0.825: R2 = 0.681: Sig. t = 0.000 ) (Female: r = 0.753: R2 = 0.567: Sig. t = 0.000). From the findings it was recommended among others that secondary school administrators and guidance and councilors should give priority to chemistry digital literacy of the students in making decisions regarding teaching learning activities. From the recommendations conclusion were made.
ATTRIBUTION STYLES AS A PREDICTOR OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN ANAMBRA STATE
The study investigated the predictive influence of attribution styles on secondary school students’ academic achievement in Biology. Three research questions, guided the study, with three null hypotheses tested at 0.05 alpha levels. A co-predictive research design was adopted. A sample of 594 SS2 students, drawn from the 24,102 Senior Secondary Year Two (SS2) students offering Biology in Anambra State, was drawn using multistage sampling procedure. Two instruments: Attribution Styles Questionnaire (ASQ) and Biology Score Proforma (BSP), containing students’ achievement scores in biology, for the 2024/2025 academic session, were used for data collection. The adapted instrument (ASQ) validated by three expects was subjected to reliability testing, using Cronbach alpha method, to yield a coefficient value of 0.87. Data collected were analyzed using regression analyses. The findings revealed among others that attribution styles accounted for 9.4% variance in students’ academic achievement in Biology. On gender, the study revealed that while attribution styles significantly contributed to male students’ academic achievement, the contrary were recorded for the female students. Furthermore, the study revealed that attribution styles is a significant predictor of secondary school students' academic achievement in Biology. On relative contributions of individual dimensions of attribution styles, the study revealed that all the dimensions of attribution styles individually and jointly, significantly predicted students’ academic achievement in biology, except for internal versus external dimension of attribution styles. Based on the findings, it was recommended among others that Biology teachers should encourage students to develop positive attribution styles by helping them associate academic success with effort, determination, and effective study practices.
AWARENESS OF THE PREVENTIVE MEASURES OF HEALTH PROBLEMS AMONG PRIMARY SCHOOL CHILDREN BY PARENTS AND TEACHERS IN ANAMBRA STATE
For any nation to protect its future there must be an increased focus on issues that affect children's physical, mental and emotion health. It is against this idea that this study was designed to determine awareness of the preventive measures of health problems among primary school children by parents and teachers in Anambra State. Four purposes, four research questions and four hypotheses guided the study. The descriptive survey research design was used for the study. The area of the study was Nnewi North in Anambra State. The population of the study consists of 1112parents and 86 teachers; also, the sample of the study consist 198 teachers and parents. The instrument for data collection was a researcher developed instrument titled Awareness of the Preventive Measures of Health Problem Questionnaire (APMHPQ). It was validated by three experts; Kuder-Richardson (K-R 20) method was used to check for the reliability of the instrument and it got reliability co efficient of 0.59. Mean was used to answer the research question while t-test analysis was used to test the hypothesis at 0.05 level of significance. The results of the study among others showed that parents and teachers in both public and private primary schools in Nnewi North are aware of preventive measures of both physical and mental health problems among primary school children in Anambra State. Conclusions and recommendation were made based on the findings of the study that continuous health education and promotion should be provided for teachers, parents and children for the prevention and complete eradication of physical and mental health problems among primary school children generally
EVALUATING STEM LEARNING: STRATEGIES FOR AUTHENTIC ASSESSMENT IN RESEARCH AND PRACTICE
This chapter examines the implementation of authentic assessment in STEM education as a critical pathway for bridging the persistent gap between educational research and classroom practice. Drawing on research–practice partnership perspectives, the chapter conceptualizes authentic assessment as an approach that emphasizes real-world relevance, performance-based tasks, and meaningful application of knowledge and skills. It explores key strategies for authentic assessment in STEM, including performance tasks, project-based assessments, peer assessment and feedback, and technology-enhanced assessment practices. The chapter also addresses practical challenges associated with implementation such as scalability, feasibility, assessment literacy, digital inequities, and academic integrity while highlighting evidence-based solutions informed by empirical studies across different educational institutions. Case studies from higher education and STEM related professional programs illustrate how collaborative design, institutional support, and technology integration can enable sustainable and context-responsive assessment practices. Overall, the chapter argues that authentic assessment, when supported by strong research–practice partnerships and continuous professional development, can enhance student engagement, deepen learning, and better align STEM education with contemporary societal and workforce demands.
ADVANCING VALIDITY IN STEM ASSESSMENT: CHALLENGES, OPPORTUNITIES, AND RESEARCH–PRACTICE COLLABORATION
This chapter examines the role of Research–Practice Partnerships (RPPs) in enhancing the validity of STEM assessment, emphasizing collaborative approaches that align curriculum, pedagogy, and evaluation. Validity is explored through multiple dimensions: content, construct, criterion, and consequential highlighting the importance of assessments that capture both disciplinary knowledge and higher-order competencies. The chapter identifies current challenges, including over-reliance on traditional testing formats, limited teacher assessment literacy, resource constraints, issues of fairness and inclusivity, and misalignment between policy and classroom practice. In response, opportunities for improvement are discussed, such as integrating authentic, project based, and inquiry-driven assessments, leveraging digital and AI-supported tools, implementing data-driven feedback systems, and investing in continuous teacher professional development. Collaborative frameworks for co-design, iterative refinement, and scaling of assessment tools are presented, with emphasis on the benefits of research–practice collaboration for contextual relevance, usability, and capacity building. Ethical and governance considerations including data privacy, transparency, accountability, and equity are addressed as essential components of responsible assessment practices. Finally, the chapter outlines policy and institutional implications, highlighting strategies for curriculum alignment, quality assurance, and sustaining RPPs. Future research directions focus on empirical validation of AI-enhanced assessments, scalability of collaborative models, and innovations that foster higher-order thinking and STEM identity development. By integrating theory, practice, and ethical governance, the chapter argues that valid and collaborative STEM assessment systems can transform classroom culture, promote equitable learning opportunities, and prepare students for meaningful participation in 21st-century STEM fields.
COMPUTER-BASED TESTING AND QUALITY ASSURANCE IN UNIVERSITY EXAMINATIONS: STUDENTS' PERCEPTIONS FROM NNAMDI AZIKIWE UNIVERSITY
This study investigated the perception of science education students on the use of computer-based test (CBT) mode of examination in Nnamdi Azikiwe University, Awka. Three research questions were raised and answered to achieve the purpose of the study and one hypothesis was formulated. Descriptive survey research design was used to carry out this study. The population of the study consists of all the 1016 Science Education Regular Students in Nnamdi Azikiwe University, Awka in 2023/2024 session. Using simple random sampling, a sample size of 50 students from each level was used for the study making a total sample size of 200 students. The instrument used for collection of data was a structured questionnaire developed by the researchers. The questionnaire contained 30 item questions. The instrument was validated by two experts from the Faculty of Education. To determine the internal consistency of the instrument, Cronbach alpha method was used and the reliability was found to be 0.83. Data for the study was collected by the researchers themselves. Data collected were analyzed using arithmetic mean and standard deviation. The mean was used to answer the research questions. Results revealed that CBT influences the academic performance of science education students in Nnamdi Azikiwe University. It also revealed that CBT influences the credibility of examinations in Nnamdi Azikiwe University, Awka by making it easier to track and analyze data about student performance which can help to improve the quality of exam. It was then recommended among others that educators should implement computer-based test mode of examination across different level of the school system, so as to continue fostering acceptance among students of these different levels.
EXPLORING CONSTRAINTS TO THE ADOPTION OF EVIDENCE-BASED PRACTICES IN TECHNOLOGY EDUCATION: PERSPECTIVES FROM EDUCATORS AND POLICY MAKERS.
The global push toward evidence-based practice in education has intensified expectations that teaching, curriculum development, and policy decisions particularly in technology education be grounded in rigorous empirical research. Yet the implementation of evidence-based research (EBR) in technology education remains uneven and contested. This paper critically examines the persistent barriers to embedding EBR in technology education from the perspectives of educators and policy makers. This paper identifies five interrelated constraints: structural and resource limitations, limited research literacy and professional capacity, cultural resistance and epistemological tensions, misalignment between research production and policy cycles, and weak knowledge-mobilization systems. It argues that the challenge is not merely access to evidence but the ecology within which evidence is interpreted, negotiated, and enacted. These opinions reveal not only logistical hurdles but also deeper attitudinal and structural factors that sustain the research-practice gap. Addressing these barriers requires collaborative, context sensitive approaches that prioritize practitioner input and institutional support to foster meaningful integration of evidence in technology education. It concludes by proposing systemic, collaborative, and capacity-building strategies to enhance research uptake and strengthen the research policy practice nexus in technology education.
COLLABORATION BETWEEN INDUSTRY AND ACADEMIA: A PANACEA FOR ENHANCING PRACTICAL CHEMISTRY AND TECHNOLOGY TRAINING IN NIGERIAN TERTIARY INSTITUTIONS
Recently, Academia-Industry collaboration has attracted studies from scholars in higher educational systems in Nigeria due to the deficiency or lack of proficiency of many graduates of our tertiary institutions, mostly in the natural sciences of chemistry and technology. Consequently, industries and agencies of government who are the employers of labour view this challenge as one of the causes of unemployment, and an obstacle to achieving corporate goals and a serious obstacle to national development. There seems to be a gap between theoretical instruction and practical competency in Nigerian tertiary institutions. Mostly, Nigerian tertiary institutions tend to present essential theoretical principles without complementary laboratory practical experiences; thereby producing graduates who are cognitively filled but lacks rudimentary practical skills, especially among chemistry and technology graduates. Skill gaps in job performance of university graduates indicate a mismatch between university output and labour market needs. Also, a minimal industrial interaction with the students while in school, limits possibilities for larger experience and skill learning, reducing academic competences. A synergistic relationship known as collaboration between the academia and industries can achieve university goals through research, industrial training for students, support for development projects, and joint curriculum development. This paper analyzes options for improving practical chemistry and technology training in Nigerian higher education, by providing a framework of understanding and collaborations between Nigerian higher institutions(academia) and relevant industries for national industrial development. Using current literature, and descriptive case studies, the paper suggests a multi-stakeholder model that prioritizes co-designed curricula, industrial internships, research partnerships, infrastructure sharing, patent development, marketing, communication and continuous assessment of competency outcomes, between the academia and the industries. The paper concluded that systematic collaborations produce mutual benefits. The paper therefore, recommends actionable legislative reforms, long-term funding methods, and collaboration for effective incorporation of industrial demands into academic practice.
INTERNALLY GENERATED REVENUE AS AN ALTERNATIVE FUNDING MECHANISM FOR NIGERIAN UNIVERSITY
This study evaluates the effect of internally generated revenue (IGR) on funding of Nigerian Universities. The study is descriptive; the current investigation was conducted as a descriptive desk review. The review is supported mainly by accessing some leading monetary and internally generated revenue journals, and some research papers done by professors and students at universities around the world. The study found that IGR will reduce the problem of underfunding and over reliance on authorities for budget, the scarcity of which has remained a clog inside the wheels of powerful control of college of education in Nigeria. It additionally indicates that IGR if properly executed will ensure wonderful transformative changes with a propensity for greater progress. This study consequently concluded that coaching and studying require an allowing environment which calls for reasonable funding for the renovation of facilities in addition to addressing workforce and scholar welfare. This paper therefore, recommended the followings among others that the university managers should utilize any of the techniques counseled by this study to ensure revenue era and mobilization. Also, the institutional managements must be definitely competitive in figuring out and exploiting various means in producing sales.
PUBLIC HEALTH AWARENESS OF CAUSES AND CONSEQUENCES OF ENVIRONMENTAL POLLUTION BY SECONDARY SCHOOLS TEACHERS AND STUDENTS IN ONITSHA SOUTH LOCAL GOVERNMENT AREA
The study investigated the public health awareness of causes and consequences of environmental pollution by secondary school teachers and students in Onitsha South local government area of Anambra State. The study was a survey study conducted among S.S.2 teachers and SS 2 students in Onitsha South local government area of Anambra State. The sample consists of 30 SS2 teachers and 240 SS2 students making a total of 270 persons. The study was guided by four research questions. A questionnaire designed by the researcher was employed to gather data. The data gathered was analysed using mean, the result of the analysis showed that both teachers and students are aware that wastes from household, smoke from generator, dirty water from industries and agricultural chemical cause environmental pollution and that some of the consequences include among others; damage of human health, leads to erosion and flooding, contribute to the depletion of the ozone layer and breakage of drainage systems.
EVALUATION OF LABORATORY SAFETY MEASURES AND MANAGEMENT PRACTICES FOR PREVENTING LABORATORY ACCIDENTS AMONG UNDERGRADUATE SCIENCE EDUCATION STUDENTS
Science education relies heavily on laboratory activities to develop students' scientific inquiry skills, making laboratory safety a critical component of effective teaching and learning in undergraduate science programmes. The study investigated safety measures and management practices for preventing laboratory accidents among undergraduate science education students. Five research questions guided this study. A descriptive survey research design was adopted for the study. The study population comprises 682 students from the Department of Science Education at Nnamdi Azikwe University, Awka, Anambra State, Nigeria. A sample of 357 students was selected using a stratified, simple random sampling technique. The instruments used for the study included a researcher-developed, validated questionnaire. A reliability index of 0.89 was obtained using Cronbach's alpha. The mean and standard deviation were used to analyse the data with respect to the research questions. The study revealed that undergraduate science education students have high awareness of laboratory safety protocols. The existing laboratory safety education programmes include web-based training, videos, and quizzes on laboratory safety. The management practices related to laboratory safety include prioritising safety as a core value, involving group leaders in safety initiatives, and enforcing laboratory safety policies and procedures. The challenges affecting effective laboratory safety practices include inadequate training and orientation, insufficient resources and funding, inadequate emergency preparedness and response, poor communication and teamwork, and inadequate incident reporting and investigation. The ways forward to adhering to safety laboratory measures include creating a comprehensive safety manual, providing regular training and orientation on safety measures and emergency procedures, and conducting regular safety inspections to address potential hazards. The study recommends that lecturers promote students' awareness of proper handling, storage, and disposal of hazardous materials and safety signs.
ATTITUDE OF TEACHERS AND STUDENTS TOWARDS THE TEACHING AND LEARNING OF SEX EDUCATION IN SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOVERNMENT AREA
The study investigated the attitude of teachers and students towards the teaching and learning of sex education in secondary school in Awka South local government area of Anambra State of Nigeria. Three research questions guided the study. The descriptive survey research design was adopted for the study. The population of the study comprised (1,629) senior secondary school students and one hundred and seventy-one (171) teachers. A sample size of two hundred (200) senior secondary school students and fifty (50) teachers were drawn for the study using simple random sampling techniques. The research developed questionnaire titled “Attitude of Teachers and Students Towards the Teaching and Learning of Sex Education in Secondary Schools” (ATSTTLSESS). The instrument was validated by two experts one expert in measurement and evaluation unit of the Department of Educational Foundations and another expert from the Department of Science Education all from Nnamdi Azikiwe University, Awka, Anambra State of Nigeria. The Pearson Product Moment correlation was coefficient used to determine the reliability of the instrument which yielded coefficient value of 0.77. The researcher together with two research assistants collected data for the study using the direct approach method and 97% return was recorded. Mean was used to answer the research questions. The findings of the study revealed among others that teachers do not put in satisfactory time when handling lessons on sex education while some of the students feel it is wrong to discuss human sexuality with the teacher in the class. The researcher made some recommendations which includes; sex education should be integrated with related disciplines like biology, health education, moral instruction, integrated science, home economic/management and civic education. Also, teachers should step up and put in more time to the teaching of sex education and related topics.
STRUCTURAL EQUATION MODELLING (SEM): OVERVIEW, APPLICATIONS, AND MISAPPLICATION IN SCIENCE AND TECHNOLOGY EDUCATION
Structural Equation Modelling (SEM) has become an increasingly important multivariate statistical technique in educational and social science research due to its ability to model complex relationships among observed and latent variables simultaneously. Traditional techniques such as multiple regression analysis and analysis of variance (ANOVA) are limited to directly measured variables and are less effective in handling measurement error, indirect effects, and complex model structures. This paper provides a comprehensive overview of SEM with special emphases on its conceptual foundations, common terminologies, types, and implementation procedures. Special attention was also given to the distinction between covariance-based SEM (CB-SEM) and variance-based SEM, also known as partial least squares SEM (PLS-SEM), including their underlying assumptions, objectives, and appropriate conditions for use. The paper further outlines the major steps involved in SEM implementation which include model specification, measurement model evaluation, and structural model assessment within the PLS SEM framework. Most importantly, frequent misapplications of SEM in educational researches were highlighted. This paper aims to guide researchers toward more rigorous, theoretically grounded, and meaningful applications of SEM in educational research.
INSECURITY AND ITS INFLUENCE ON SECONDARY SCHOOL STUDENTS' INTEREST AND ACADEMIC ENGAGEMENT IN AGUATA EDUCATION ZONE OF ANAMBRA STATE, NIGERIA
The study examined Insecurity and its Influence on Secondary School Students' Interest and Academic Engagement in Aguata Education Zone of Anambra State. Four research questions and two hypotheses tested at 0.05 level of significance guided the study. The study adopted a survey research design. The population of the study comprised all the 8,852 students in all the secondary schools in Aguata Education Zone of Anambra State, Nigeria. A sample of 480 students was selected using multi-stage sampling approach. Two instruments were used for data collection, namely, students' interest scale (SIS) and students' academic engagement questionnaire (SAEQ); both structured by the researcher. The SIS contains eight items while the SAEQ contains seven items, making a total of 15 items. The instruments were validated by three experts and tested for reliability using Cronbach's alpha which yielded reliability indices of 0.73 and 0.81 for SIS and SAEQ respectively. The collected data were analyzed using mean and standard deviation to answer the research questions and t-test to test the hypotheses at 0.05 level of significance. The findings of the study revealed among others that students' interest and academic engagement were adversely affected by the state of insecurity in the zone. Based on the findings, it was recommended among others that government should put all efforts in place to ensure that there is proper security in the area.
STUDY HABIT AND TEST ANXIETY AS PREDICTORS OF SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN BIOLOGY IN AWKA SOUTH LOCAL GOVERNMENT AREA
The study investigated study habits and test anxiety as predictors of secondary school students' achievement in Biology in Awka South Local Government Area. Three research questions and a sole hypothesis guided the study. The study adopted correlational survey research design. The population of the study comprised all the 1009 Secondary School 2 Biology students in the 20 public secondary schools in Awka South Local Government Area of Anambra State. The sample size was 100 SS2 Biology students drawn through simple random technique. The instruments that were used in collecting data for the study were three: Habits Inventory (SHI) developed by Bakare (1977), Test Anxiety Inventory (TAI), adapted from Spielberger (1980) and Students Biology achievement scores gotten from teachers' grade book of sampled schools 2024/2025 session.The instruments were standardized. Cronbach Alpha was used to obtain reliability coefficient of the study habit inventory and test anxiety which produced 0.81 and 0.82 values respectively. 2 The data collected were analysed using linear and multiple regression. r and R were used to answer research questions while p value was used to test the hypothesis. The findings showed that there is low positive prediction existing between study habit and academic achievement, test anxiety and academic achievement and there is joint positive prediction existing between study habit and test anxiety on secondary school students academic achievement in Biology in Awka South LGA. Hence, there was a significant positive effect for test anxiety (Beta = .244, t = 3.018, p = .003), suggesting higher anxiety relates to higher achievement, which is counterintuitive but statistically meaningful. Study habit, however, has a non significant effect (Beta = .134, t = 1.687, p = .093). The constant is substantial (23.998), indicating other factors drive performance. Overall, test anxiety emerges as a meaningful predictor, while study habit does not. It was recommended among others that schools should develop and integrate comprehensive study skills programs into their curriculum, teaching students effective note-taking, time management, and organization techniques.
PERCEIVED INFLUENCE OF PSYCHOLOGICAL AND SOCIAL FACTORS ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACTIVITIES IN BIOLOGY IN AWKA SOUTH LOCAL GOVERNMENT
This study examined the perceived influence of psychological and social factors on students' academic activities in senior secondary school biology in Awka South Local Government Area of Anambra State. The study adopted a descriptive survey research design. The population comprised 1,648 Senior Secondary School Two (SSII) biology students from 19 government-owned secondary schools in the study area. A sample of 160 students was drawn using a multi-stage sampling technique. The study was guided by six research questions. Data were collected using a structured questionnaire, which was validated by experts from the Science Education Department and a specialist in Education Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha, yielding a coefficient of 0.72, indicating high internal consistency. Data were analyzed using mean and standard deviation. Findings revealed that students with positive self concepts achieve better results and demonstrate resilience in academic challenges, while test anxiety reduces focus and confidence, negatively affecting performance. Students with higher intelligence quotients exhibited superior cognitive abilities, enhancing academic achievement. Positive peer influence promoted collaboration and motivation, whereas negative peer influence encouraged distraction and procrastination. Socio-economic status was perceived to have minimal direct impact on academic performance, provided equal learning opportunities exist. Furthermore, positive teacher-student relationships enhanced motivation, engagement, and academic outcomes. Based on these findings, the study recommends fostering positive self-concepts through motivational and support programs, implementing strategies to reduce test anxiety, and promoting constructive peer interactions and supportive teacher-student relationships to improve students' academic performance in biology.
YEAR ONE STUDENTS' TEST ANXIETY AS A CORRELATE OF THEIR INTEREST IN CHM 111 AT NNAMDI AZIKIWE UNIVERSITY, AWKA, NIGERIA
Following the fluctuation of students' performance in CHM 111 course, this study examined Year One Students' Test Anxiety as a Correlate of Interest in CHM 111 at Nnamdi Azikiwe University. Two purposes, two research questions and two null hypotheses guided the study. The study adopted a correlational survey design. The sample for the study comprised of Chemistry students in the department of Chemistry and Chemistry education students in the department of science education. The sample constituted 368-Year one student. Two instruments were used for data collection, test anxiety inventory (TAI) and Chemistry interest inventory (CII). TAI and CII indicated a reliability 0.75 and 0.80 respectively using Cronbach alpha. This is an indication that the instruments were reliable. The data 2 were analyzed using Pearson product moment r and R to answer the research questions while p value was used to test the null hypothesis at 0.05 alpha level. The findings from the study revealed among others that there exists a low positive relationship between year one students test anxiety and interest in CHM 111 course in federal university. However, no significant relationship. The study also revealed a low positive relationship between year one students test anxiety and interest in CHM 111 course in federal university. Thus, no significant relationship between year one students' test anxiety and interest in CHM 111 in university in university when moderated by gender. Based on the findings, it was recommended that CHM 111 lecturers should focus on factors beyond test anxiety to boost CHM 111 interest enhance relevance, instruction, and engagement. Tailor inclusive curricula with real-world applications, varied assessments, formative feedback, and mentorship. From the recommendations, conclusions were made.
AWARENESS AND UTILIZATION OF CUTTING-EDGE TEACHING STRATEGIES AMONG SECONDARY SCHOOL CHEMISTRY TEACHERS' IN ANAOCHA LOCAL GOVERNMENT AREA OF ANAMBRA STATE.
This study investigated the awareness and utilization of Cutting-edge teaching strategies among secondary school chemistry teachers in Anaocha Local Government Area (LGA) of Anambra State. The study adopted descriptive survey research design. Two research questions were raised to guide the study. The population of the study comprised all the thirty-five (35) chemistry teachers in the sixteen (16) public secondary schools in the LGA. The whole population was used for the study and so there was no sample and sampling technique. Questionnaire was the instrument used for data collection. Validation of the research instruments was carried out by three experts from the Department of Science Education, Department of Education Foundation and an experienced secondary school chemistry teacher. The reliability of the instrument was established using Cronbach Alpha which yielded a co-efficient value of 0.80. Data were collected through self-administered questionnaire by the researchers. Mean score and percentage was the statistical tools adopted for data analysis. Based on the findings of the study, it was discovered that chemistry teachers in Anaocha Local Government Area are aware of some of the cutting-edge teaching strategies such as flipped classroom, learning through storyline, project base learning among others but do not utilize them effectively. It was equally observed that the teachers are not aware of some of these teaching strategies such as Acrostic Letter Sentence Mnemonics, Reciprocal peer tutoring to mention but a few. Based on the findings, it was recommended among others that workshop, seminars and conferences should be organised for the Chemistry teachers and secondary school teachers in general for creation of awareness of cutting-edge teaching strategies for effective utilization. Adequate materials and equipment should be provided for effective utilization of these innovative teaching strategies. Chemistry curriculum should be revisited and readjusted to accommodate the use of cutting-edge teaching strategies.
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.
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.