International Journal of Contemporary Issues in Integrated Science
Internal Journal of Contemporary Issues in Integrated Science Education (IJCIISE) is an annual publication of Integrated Science Educators Association of Nigeria (ISEAN). It aims at improving the quality of academic and research manuscripts submitted by scholars and researchers through peer review process, and disseminate the publications through open access to practioners, educators, educationists, academia, researchers, curriculum planners and policy makers. The manuscripts can have different approaches, which are quantitative approaches as well as qualitative. IJIS is an annual and peer - reviewed Journal.
ASSESSMENT OF THE LEVEL OF STAKEHOLDERS INVOLVEMENT IN THE IMPLEMENTATION OF NATIONAL POLICY IN BASIC SCIENCE IN SOUTHWESTERN, NIGERIA
The study examined the level of stakeholders involvement in the implementation of the National Policy in Basic Science in the Southwestern Nigeria. The study adopted descriptive survey research design. The population of the study comprised all principals, teachers, parents and state ministry of education officials in southwestern Nigeria. The sample of the study comprised 81 principals, 162 Basic Science teachers, 162 parents of Basic Science students and 30 State Ministry of Education officials. Multistage sampling procedure was used to select the sample. Two instruments were used to generate data for the study. Face and content validity of the instruments were ensured by two experts of Basic Science. While the reliability of the instruments were determined through Cronbach’s alpha and split half reliability. Reliability coefficient of the instruments yielded 0.73 and 0.632 for SQGIIBSC and QTINPBS respectively. The data collected for this study were analyzed using descriptive statistics of frequency, percentage and mean. The results of the study showed that stakeholders’ differential opinion at the level of government s’ involvement with parents are moderate at 50.6%, teacher are moderate at 52.5%, principal are also moderate at 50.6% and ministry of education officials are high at 50.0%. It was recommended among others that governments should show more interest in Basic Science by providing needed quality human and materials resources for high effective implementation of National Policy in Basic Science.
STRENGTHENING QUALITY ASSURANCE IN BIOLOGY EDUCATION IN NIGERIA TO PRODUCE GLOBALLY COMPETITIVE GRADUATES ST FOR THE 21 CENTURY AND BEYOND
This paper addresses the need to strengthen quality assurance in Biology education in Nigeria to produce graduates capable of competing in the 21st-century global knowledge economy. Given the pivotal role of Biology in addressing contemporary scientific challenges, the paper highlights critical gaps in the current educational landscape, including outdated curricula, insufficient resources, and inadequate teacher training. It emphasizes the necessity for innovative pedagogical approaches that align with international standards to equip students with essential competencies such as critical thinking and technological literacy. The discussion is structured around five key areas: the current challenges in biology education, global standards and competencies, improvements in curriculum design and teaching methods, the role of teacher training, and the implementation of sustainable quality assurance policies. Each section offers a roadmap for elevating Nigeria's biology education system, advocating for comprehensive reforms and collaborative efforts among government and educational stakeholders. The conclusion reiterates the importance of these initiatives in enhancing graduate competitiveness on the global stage. Suggestions for further studies are proposed, focusing on the integration of digital technologies in teaching and the long-term impacts of teacher training programs.
AI-TRANSFORMATIVE TOOLS IN TACKLING CHALLENGES IN TEACHING OF PHYSICS IN TERTIARY INSTITUTIONS
The paper explores AI-Transformative tools in tackling challenges in teaching and learning physics in tertiary institutions. Adopting a typology design and conceptual approach, the study examines the available literature on AI-driven tools and their adoption in physics education. Artificial Intelligence can provide personalized learning experiences, instant feedback, and adaptive assessments, addressing traditional teaching methods’ limitations. The study highlights three key benefits of AI in physics education: enhanced student engagement, increased accuracy, and improved teacher support. The paper identifies various AI-driven tools, such as Robot motor, drone, High Performance Computing (HPC), ChatGPT, Chatbot Einstein, and physics learning tutor, that can help address teaching physics challenges. However, it also acknowledges AI implementation challenges like validity and reliability concerns, technology dependence, data security issues, and biased discrimination. The study emphasizes the need for teachers to effectively integrate AI tools with traditional teaching methods and suggests that governments and institutions should provide necessary equipment and support for this technological advancement. Overall, the study concludes that AI, combined with basic computer tools, can significantly improve learning outcomes in physics education if carefully implemented and monitored to ensure effectiveness and fairness.
STRENGTHENING QUALITY ASSURANCE IN CHEMISTRY EDUCATION IN NIGERIA: STRATEGIES FOR IMPROVEMENT
The scientific and technological development of a nation is completely dependent on the quality of its education as, education is known for the critical role it plays in the pursuit and attainment of scientific and technological advancement of a nation. The quality of education offered to the citizens of a nation will definitely reflect on the output of the products of such education system since no nation can rise above the quality of its education. Nigeria is not advanced in scientific and technological development due to the quality of (science) education it offers. This may be adduced to several factors identified by education experts among which include a weak curriculum, inadequate number of trained chemistry teachers, poorly trained ones, lack of infrastructural facilities and equipment and resources, poor utilization of government funds for improvement of all of the factors mentioned earlier. That there is think-tank for quality assurance in science education is not in doubt, what needs to be improved upon is the process cum application mechanisms. To reverse this negative trend and sustain this all important development, the quality of science/chemistry education offered must be scrutinized properly and sustained through effective monitoring and supervision with the aid of quality assurance and mechanism. This paper explores strategies to enhance the quality assurance of chemistry education in Nigeria through various mechanisms such as curriculum review by incorporating modern techniques and technologies, emphasizing practical learning experiences; improving on teacher professional development; utilization of digital tools; timely assessment and prompt evaluation; accreditation and quality control; student engagement and motivation.
ENHANCING QUALITY ASSURANCE IN BASIC TECHNOLOGY THROUGH PROJECT BASED LEARNING AT THE BASIC LEVELS IN NIGERIAN SCHOOLS
Obsolete teaching and learning processes have been identified as the cause of ineffectiveness in achieving Quality Assurance (QA) in Basic Technology (BT) in Nigerian schools. Literatures have shown that Project Based Learning (PBL) is a learner centred approach that can aid effective Knowledge and skills acquisition particularly in BT. Therefore, this study determined strategies for enhancing QA in BT through PBL. Two research objectives and two research questions guided the conduct of this study. The study employed a survey research design and was conducted in Kano state Nigeria. The population for the study comprised 1,252 BT teachers in the primary and Junior Secondary Schools in Kano state. Simple Random Sampling technique was used to sample 294 respondents from the study's population. Data for the study was collected using a structured questionnaire validated by two Vocational and Technical Education experts and 1 PoBL expert. Cronbach's Alpha was used to determine the reliability coefficient of the instrument which stood at .78. Mean and standard deviation was used to analyse the data for the study. Findings from the study revealed group collaboration, technology application, among the elements of PBL suitable for application in BT at the basic levels in Nigerian schools.
IMPACT OF INQUIRY DEMONSTRATION METHOD IN ENHANCING THE QUALITY OF STUDENTS' PERFORMANCE IN ALGEBRA AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KADUNA STATE, NIGERIA
The study assessed the impact of inquiry-demonstration method on remediating errors and academic performance in algebra towards enhancing science and science education in a dwindling economy sustainable development. The research design is Quasi-experimental pre-test and posttest control groups; the experimental group was exposed to inquiry-demonstration method and control group was taught using lecture method. Two Co-educational schools were selected out of twenty senior secondary schools in the zone.186 students made up of 113 males and 73 females out of 3,606 senior secondary school students were randomly selected as sample size using simple random sampling technique. Four research questions and hypotheses were formulated and assessed using descriptive statistics of frequency and percentage to answer research questions 1, 2 and 3. Mean and Standard Deviation was used to answer research question four. Chi-square statistics was used to test null hypotheses 1, 2 and 3 and t-test statistics was used to test null hypothesis 4, ANOVA was used to test the significant difference among schools and Schaffer's test was used to find schools that were not significantly different as sample schools, at P ≤ 0.05 level of Significance. Three instruments were used, Quadratic Equation Error Diagnostic Test (QEDT), Quadratic Equation Performance Test, and Modified Newman Interactive Schedule (MNIS). Test retest reliability was observed. Pearson Product-Moment Correlation Coefficient (PPMCC) was used, and found to be 0.88 and 0.75 respectively. The difficulty and discriminating indices were calculated to be 0.80, and 0.71. The findings revealed that there was significant difference in the frequencies of Neman errors of experimental and control groups, and was not gender friendly on performance. It is recommended among others that the concepts of quadratic equations in algebra should be taught effectively in order to reduce the frequencies of Newman errors and improve students' performance. Professional bodies such as MAN, STAN, Mathematics educators, Text books publishers should organize training programs for teachers teaching mathematics in form of seminars, workshops and conferences focusing on the effective use of inquiry-demonstration method to enhance science and technology education in a dwindling economy
INTEGRATED SCIENCE CURRICULUM CONTENTS IN THE CONTEMPORARY NIGERIA: RATIONALIZATION OF ITS INTEGRATION
A discipline usually is designed to address long lasting yearnings of a nation. This paper examined the extent of integration of the curriculum contents in Integrated science. It examined the extent of integrating concepts in Integrated Science, ascertaining the perception of authors of Integrated science textbooks as well as teachers and advocated for all-inclusive overhauling in Integrated science curriculum contents structuring. A qualitative comparative content analysis was adopted to appraise the available curriculum themes, topics and contents in Integrated science in Nigeria. Results revealed that there existed a dichotomous Integrated science curriculum contents structure and treatment by authors of texts and teachers in the discipline; few foreign authors managed to integrate few concepts in their texts but inconsistently; a wider gap existed in the approach to science teaching in Nigeria and those of the developed nations; Nigerian science curriculum goals are more of expressive rather than provocative; there were no emphasis on hours required for hands-on and minds-on activities in science and technology in the Nigerian Integrated science curriculum contents treatment, and, Integrated science has not had a wider embracement like other science disciplines at the senior secondary school and the university. It is therefore concluded that the attention of Nigeria Educational Research and Development Council (NERDC) be drawn to lapses identified in the current science curriculum contents and a reform be effected to thoroughly generate a curriculum that shall contain contents which can truly actualize concepts integration. It was accordingly recommended that there should be a change in foci of school science curriculum from knowledge delivery to learners development, and, in structure from subject-centered to a life-oriented discipline, as well as encourage a more enquiry learning and problem solving to move learners from a receptive to an active participants in science learning among others.
INTEGRATED SCIENCE CURRICULUM CONTENTS IN THE CONTEMPORARY NIGERIA RATIONALIZATION OF ITS INTEGRATION
The study examined the effects of inquiry method on pre-service teachers' knowledge on genetics in Federal College of Education, Iwo, Osun-State and assessed the interaction effect of inquiry instructional strategy on pre-service teachers' knowledge on genetics base on gender in the study area. The study adopted non equivalent, pretest-posttest control group quasi-experimental research design. The population for the study comprised all pre-service teachers' in Federal College of Education Iwo in Osun State. The sample size consisted of 100 pre-service teachers in two intact classes. The two classes were assigned randomly to one experimental group (inquiry instructional strategy) and one control group (hands-on lecture method). One instrument was used for data collection namely: Biology Concept Test on Genetics (BCTG). Data collected were analysed using analysis of covariance (ANCOVA). The results showed that there was significant effect of inquiry instructional strategy on pre-service teachers' knowledge in genetics (F (1, 97) = 11.886, P < 0.05, partial ç2 = .109). Also, the result revealed that there was no significant interaction effects of inquiry instructional strategy on pre-service teachers' knowledge in genetics base on gender (F (1, 95) = 0.314, P > 0.05, partial ç2 = .003). The study concluded that inquiry instructional strategy had improved the knowledge of pre-service teachers' in genetics in Biology and there was no interaction effects of inquiry instructional strategy and gender on knowledge of pre service teachers' in genetics. Therefore, it is recommended that lecturers should use inquiry instructional strategy to teach genetics concepts because the instructional strategy had been demonstrated to be more effective as a teaching-learning strategy for genetics than hands-on lecture method.
A STUDY OF PERCEIVED DIFFICULT TOPICS IN BASIC SCIENCE CURRICULUM FOR JUNIOR SECONDARY SCHOOL STUDENTS IN IFE CENTRAL LOCAL GOVERNMENT, OSUN STATE
This study investigated perceived difficult topics in Basic Science curriculum in junior secondary schools. The study adopted descriptive survey research design. The sample constituted 100 junior secondary school Basic Science students. One local government was selected from the state using random sampling techniques. From the local government, five secondary schools were selected using simple random sampling technique and one intact class of the junior secondary school two was selected using simple random sampling technique. The research instrument used for data collection was Student's Questionnaire on Basic Science (SQBS). Data collected were analysed using descriptive statistics of frequency and percentage. The result showed that forces and motion, soil pollution, air pollution, simple machines, changes in non-living things and crude oil and petrochemicals were identified to be difficult with the frequency and percentage of 62.0%, 72.0%, 68.0%, 65.0%, 57.0% and 68.0% respectively. Also, the result showed that 48.18% of maleand 51.82% female students identified Basic Science concepts as being difficult. Finally, the result showed that 51.8% of the respondents were affirmative about the challenges students' face in understanding the difficult concepts in Basic Science while 48.2% of the respondents had contrary opinion on challenges students' face in understanding the difficult concepts in Basic Science. It is recommended that both teachers and students should pay more attention to the teaching and learning of these difficult concepts in Basic Science in order to improve the performance of the students.
ASSESSMENT OF AWARENESS OF ARTIFICIAL INTELLIGENCE IN COLLEGES OF EDUCATION AND ITS EFFECT ON ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS
This study examines the awareness of artificial intelligence (AI) in colleges of education and its impact on biology students' academic achievement. As educational institutions continually seek to leverage technology for enhanced learning outcomes, understanding the practical implications and benefits of AI is critical. The study employed a type pretest, posttest and control group quasi experimental research design. Surveys are conducted with educators and students to gather insights on the integration and awareness of AI tools in the educational process. This study tested three hypotheses. The study's population consisted of all college of education biology students in Ogun State, Nigeria. Stratified random sampling was used to select 311 students from two colleges of education in Ogun State, Nigeria who participated in the study. A Biology Achievement Test (BAT) containing 20 items was used to collect data for both pre-tests and post-tests, while a Questionnaire on the Awareness and Integration of AI Tools in Teaching Biology in Colleges of Education (QAIAITBCOE) was used for collecting data on students' awareness of AI tools. Experts validated the instruments. A Pearson product-moment correlation and Cronbach's alpha formula were used to determine the reliability coefficients of BAT and QAIAITBCOE, which yielded 0.88 and 0.91, respectively. The data were analyzed using descriptive statistics (frequency and percentage), inferential statistics, an analysis of variance (ANOVA), and an analysis of covariance (ANCOVA) test. The hypotheses were tested at the 0.05 level of significance. The results of the study revealed that there was no significant difference in the effectiveness, accessibility, and integration of AI tools in teaching biology in colleges of education (F (2, 307) = 69.330, p > 0.05) and there is no significant difference in the academic achievement of biology students who were taught using AI tools compared to those who are taught using the lecture method (F (2, 308) =0.499, p > 0.05). Furthermore, there was no significant difference between students' awareness of awareness of AI tools and their academic achievement in biology in colleges of education (F (2, 307) =5.004, p < 0.05). The results indicate a significant increase in student engagement and academic performance when AI was integrated into the curriculum. AI-driven personalized learning platforms allow for tailored educational experiences, accommodating individual learning paces and styles. This personalized approach helps in addressing specific learning gaps, thereby improving overall academic achievement. Teachers also benefit from AI technologies through automated grading systems and data analytics, which reduce administrative burdens and provide deeper insights into student performance trends. Further research is recommended to explore the long-term effects and develop best practices for AI integration in diverse educational contexts.
QUALITY ASSURANCE IN EARLY CARE EDUCATION IN ONDO STATE
The study assessed the factor dauftailing into the quality assurance indicators of early childhood education centres in Ondo State. It assessed the availability of the quality assurance facilities in Early Childhood and Care Education (ECCE) study area, it investigated the availability of health facilities, physical infrastructures in Early Childhood care and education, these were with a view to appraise the implementation quality of Early Childhood and Care Education (ECCE). The study adopted the descriptive survey research design. The population comprised 1000 registered Early Childhood and Care Education (ECCE) centres in Ondo State. The sample for this study was 160 respondents randomly sampled from each of the three Local Government Areas. Each of the local government was selected using purposive sampling technique with each of the local government giving 110 teachers, and 50 supervisors. The research instrument was Preschool Quality Assurance Questionnaire (PQAQ developed by the researcher and trial tested. The instrument was found reliable at =0.75. Data collected were analyzed using frequency count and standard deviation. The result of the data showed that the quality assurance measures of Early Childhood and Care Education (ECCE) centres in Ondo State were at the different levels. Health facilities revealed availability of IJCIISE, Vol. 1, No. 1, 2025 133 portable water, sources of water 70%, infirmaries 58%; nutrition related learning materials 76%; qualified nurses 42%, physical facilities revealed teacher utilization of instructional material 70%. These further demonstrated the level of Early Childhood and Care Education (ECCE) implementation to be low in Ondo State. The study concluded that consideration need be given to the implementation of the minimum standard of the Early Childhood and Care Education (ECCE) programme in Ondo State in order to raise the standard and quality of Early Childhood and Care Education (ECCE) thus enhancing quality assurance.
DEMOGRAPHIC VARIABLES AND DIGITAL LITERACY OF MATHEMATICS STUDENTS IN SENIOR SECONDARY SCHOOLS IN OSUN STATE, NIGERIA
The inexhaustible use of computer and technology in this Information Communication and Technology (ICT) age has made digital literacy skills inevitable for all to sustain development. It is on this premise that the study examined demographic variables as determinants of digital literacy of Mathematics students in senior secondary schools of Osun State Nigeria. The study investigated the demographic variables of Mathematics students from the point of gender, age bracket group and school locations on digital literacy. The descriptive survey research design was adopted for the study. The study population consisted of all Mathematics students in senior secondary schools in Osun State. The sample for the study consisted of 360 students randomly selected through multi-stage sampling from one senatorial district. Digital Tools Assessment Questionnaire (DTAQ) used for data collection was scrutinised by two experts for content validity. DTAQ was found reliable at 0.80 through cronbanch alpha from 30 students outside the study area. One research question was raised and two hypotheses were tested at 0.05 level of significance. Correlation matrix, multiple regression and post-hoc analysis statistics were used for the analyses. The results of the findings showed gender correlated negatively while school locations age bracket group correlated positively with digital literacy. Findings also showed that older age bracket has higher influence on digital literacy than the lower age bracket. Further findings also revealed there is significant influence of the rural and urban schools on digital literacy with greater influence from urban schools. The study concluded that gender has no relationship on digital literacy but age differences and school locations have significant influence on digital literacy. The study finally recommended that efforts should be made on rural students' digital literacy improvement and the focus on the Mathematics students is germane because all the students are offering the subject.
TEACHERS' FEEDBACK AND SENIOR SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN MATHEMATICS
The study investigated the influence of feedback on senior secondary school students' academic achievement in mathematics in Osun-State. The study adopted the descriptive survey research design of correlational type. The study population comprised all Mathematics teachers and students in senior secondary schools in Osun State. The sample for the study consisted of 40 Mathematics teachers and 400 students who were selected using simple random sampling technique. Two instruments were used for data collection. They are: “Teachers' Feedback Questionnaire” (TFQ) and “Students' Last Term Results in Mathematics”. Data collected were analyzed using frequency, percentage, mean and regression analysis.The results of the study showed that the level of senior secondary school students' academic achievement in Mathematics was moderate at 50.3% in Osun State. Results of the study also revealed that corrective feedback (x = 3.28), evaluative feedback (x = 2.71) and descriptive feedback (x = 2.65) are the various feedbacks adopted by Mathematics teachers in senior secondary schools in the study area. The result of the study further showed that there was significant influence of teachers' feedback on senior secondary school students' academic achievement in Mathematics in the study area (F= 3.675; p < 0.05).Thisstudy concluded that feedback play a significant influence on academic achievement in Mathematics in Osun State.
PERCEIVED STRATEGIES FOR ENHANCING QUALITY ASSURANCE ON SECONDARY SCHOOL PHYSICS TEACHERS IN KOGI EAST EDUCATIONAL ZONE
Quality assurance entails the systematic review of educational provision to maintain and improve its quality, equity and efficiency. This involves self-evaluation, external evaluation, staff evaluation, student evaluation and school evaluation. The purpose of the study was to investigate strategies for enhancing quality assurance in physics education in Kogi East Educational Zone. The study adopted descriptive survey research design. The population for the study comprised all the physics teachers in Kogi East. The sample size for the study consisted of 120 physics teachers which were selected from private and public co-educational secondary schools in the study area using simple random sampling technique. Two research questions and two hypotheses guided the study. The instrument used for collection of data was a structured questionnaire, titled: Physics Education Quality Assurance Questionnaire (PEQAQ), which was developed by the researcher and validated by experts. The reliability index of the instrument using Cronbach Alpha yielded 0.69. The data collected were analyzed using descriptive and inferential statistics. Findings revealed among others that ensuring functional quality assurance mechanisms in secondary schools in Kogi East provided positive feedback to educational management to enhance performance. Based on the findings, the following recommendations were made. Develop and implement targeted professional development programmes in Kogi State, focusing on research-based quality assurance, strategies and contextualized to address local challenges and needs.
MIND-MAPPING AND JIG-SAW INSTRUCTIONAL STRATEGIES AS PANACEA TO IMPROVING SENIOR SECONDARY SCHOOL STUDENTS' PERFORMANCE AND SKILL ACQUISITION IN AGRICULTURAL SCIENCE IN OSUN STATE, NIGERIA
The study investigated the effectiveness of mind mapping and jigsaw instructional strategies on Senior Secondary School (SSS) students' academic performance as well as practical skills acquisition in Agricultural Science in rural and urban areas of Osun State. The study adopted pre-test, post-test quasi experimental research design on the population of all Agricultural Science students in SSS II; using a sample of 194 students in six intact classes selected by multistage sampling procedure. The instruments for data collection were Agricultural Science Achievement Test (ASAT) and Agricultural Science Practical Skills Test (ASPST). Data collected were analysed using mean and Analysis of Covariance (ANCOVA). The results showed a significant difference in the effectiveness of the two instructional strategies on students' academic performance (F= = 62.177, p(2,190) <0.05) with mind mapping instructional strategy having higher significant effect on students' academic performance (X=12.2063). The results also showed a significant difference in the effectiveness of the instructional strategies on students' practical skills acquisition (F= = 72.198, p <0.05). The result finally showed no(2,190) significant difference in the interaction effect of school location and the instructional strategies on students' practical skills acquisition in Agricultural Science (F= =(2,187) 0.116, p > 0.05). The study concluded that mind mapping was more effective in improving the academic performance while jigsaw was more effective in improving practical skills (X=13.0588).
ASSESSMENT OF CLASSROOM SIZE IN THE TEACHING OF MATHEMATICS IN SELECTED SECONDARY SCHOOLS IN AKURE NORTH LOCAL GOVERNMENT AREA, ONDO STATE
The study investigated the class size in the teaching of mathematics in selected junior secondary schools in Akure North local government area. The study espoused descriptive research of survey type. The sample consisted of 35 mathematics teachers and 150 junior secondary school students randomly selected within the seven selected schools in Akure North local government area. Two research instruments used for data collection are; Teachers' Classroom Size Questionnaire and Students' Classroom Size Questionnaire. Data collected were evaluated using frequency, percentage and mean. Furthermore, the result revealed that teachers agreed that large class or overcrowded classroom affects the teaching of mathematics with cluster mean of 4.20 was found to be above the criterion mean of 3.50 and most students were affirmative that class size affects the learning of mathematics in junior secondary schools with cluster mean of 4.45 was found to be above the criterion mean of 3.50. Furthermore, the result showed that most teachers were affirmative about the possible causes of large class size with cluster mean of 4.15 was found to be above the criterion mean of 3.50 and most students were affirmative about the possible causes of large class size in junior secondary schools with cluster mean of 4.34 was found to be above the criterion mean of 3.50. It is recommended that government should build more classrooms in Nigerian schools in order to curb the negative effects of class size on the teaching and learning of mathematics in Nigerian secondary schools.
EFFECTIVENESS OF FLOW-MAP AND JIGSAW INSTRUCTIONAL STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS' LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY IN ILE-IFE, OSUN STATE
The study investigated the effectiveness of flow-map and jigsaw instructional strategies on junior secondary school students' academic achievement in Basic Science and Technology in Osun State. It also examined the effectiveness of the two instructional strategies in enhancing junior secondary school students' interest towards the learning of Basic Science and Technology concepts in Osun State. These were with a view to providing information on effectiveness of the two instructional strategies on junior secondary school students' learning outcomes in Basic Science and Technology in Osun State, Nigeria. The study employed the pretest, posttest control group quasi-experimental research design. The study population comprised all junior secondary school students of Basic Science and Technology in Osun State. The study sample consisted of 75 junior secondary two (JSII) students in their intact classes who were selected using simple random sampling technique from three selected schools in Ile-Ife, Osun State. Two research instruments were used to collect data which are: Basic Science and Technology Achievement Test (BSTAT) and Interest of Students towards Basic Science and Technology Questionnaire (ISBSTQ). Data collected were analyzed using Analysis of Covariance (ANCOVA). The results of the study showed that there was a significant effectiveness of flow-map and jigsaw instructional strategies on junior secondary school learners' academic accomplishment in Basic Science and Technology in Osun State at (F?₁ ‚ 7₂ ? = 11.66; p < 0.05. Partial ?²= 0.25). The result also revealed a significant effectiveness of flow-map and jigsaw instructional strategies on interest of students towards Basic Science and Technology in junior secondary schools in Osun state (F?‚ ₄ = 35.79; p < 0.05. Partial ?²= 0.43). The study concluded that flow-map and jigsaw instructional strategies were effective in improving students' academic achievement and their interest towards the learning of Basic Science and Technology if properly proctored in the classroom.
CONCEPTION OF TEACHERS' STRATEGIES ON QUALITY ASSURANCE IN THE DELIVERY OF ACADEMIC CONTENT AMONG BASIC SCIENCE TEACHERS IN IBADAN METROPOLIS, OYO STATE
This study investigated the conception of teachers' strategies on quality assurance in the delivery of academic content among Basic science teachers in Ibadan Metropolis, Oyo State. The descriptive survey design was adopted. The population of the study comprised all Basic Science Teachers in Ibadan Metropolis, Oyo State. Stratified random sampling technique was used to select 90 teachers in the sampled schools. A self – designed and validated questionnaire was used to collect data from the participants. Data collected were analysed using descriptive statistics; percentages and frequency counts. Frequency counts were used to analyse the demographic data of participants, the research questions were analysed using Pearson Product Moment Correlation (PPMC), while the hypotheses were tested at 0.05 level of significance using t-test statistic. The result showed that there is no significant relationship between Basic Science Teachers' quality assurance and teaching strategies; no significant difference in teachers' quality assurance of male and female; no relationship between Basic Science Teachers' experience and conception of quality assurance; there is no significant difference in the quality assurance of teachers who have below 10 years experience and those with above 10 years experience. Based on these findings, it was recommended that teachers should be exposed to the tenets of quality assurance which could enhance teachers' strategies and quality of teaching Basic Science.
CLASSROOM INTERACTION AND STUDENTS ACADEMIC PERFORMANCE IN BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ONDO STATE
The study investigated classroom interaction and academic performance of students in Basic Science in junior secondary school in Ondo State. The study adopted the descriptive survey research design. The population for the study comprised all junior secondary schools students in Ondo State. The sample size consisted of 18 teachers and 361 junior secondary school two (JSII) students selected from their intact classes using multistage sampling procedure. Two instruments titled “Basic Science Classroom Interaction Rating Scale” (BSCIRS) and “Basic Science Performance Test” (BSPT) were used for the study. The results showed that 38.89% of the schools in the area had low classroom interaction; 55.5% of the schools had moderate classroom interaction and 5.56% of the schools had high classroom interaction. The result also showed that there was a positive correlation between the classroom interaction and students' academic performance in Basic Science, which was statistically significant (r = 0.133, n=361, p < 0.05). The study concluded that classroom interaction in Basic Science classrooms in junior secondary schools in Ondo State was average and that there was relationship between classroom interaction and students' academic performance in Basic Science in Ondo State. It is recommended that teachers should take the time to build positive relationships in the classrooms among the students so that students will be able to develop the desire for success.
SIGNIFICANCE, IMPLEMENTATION AND CHALLENGES OF INSERVICE INTEGRATED SCIENCE TEACHERS' PROGRAMME IN TERTIARY INSTITUTIONS IN NORTHEAST, NIGERIA
Globally, ensuring quality education is a key target of the Sustainable Development Goals (SDGs), particularly for developing countries like Nigeria. The in-service integrated science education program in Nigerian tertiary institutions aims to achieve SDG 4, which focuses on quality education. This study examines the significance, implementation, and challenges of this program in Northeast Nigeria. The paper highlights the robust and updated curricula, which cover essential topics such as security, safety, disease control, and local skills acquisition. However, it also identifies several challenges. To improve implementation, the researchers suggest that both federal and state governments should make concerted efforts to provide the necessary material and human resources. Additionally, they recommend addressing factors that hinder students' participation in technology and science education and ensuring that learners receive practical training through apprenticeships.
INVESTIGATION OF AVAILABILITY AND USABILITY OF LABORATORY RESOURCES IN THE TEACHING OF BIOLOGY IN SENIOR SECONDARY SCHOOLS IN LAGOS STATE
The study investigated the availability and usability of Biology laboratory resources in senior secondary school in Lagos State. The study adopted descriptive survey research design. The population for the study comprised of all Biology teachers in senior secondary schools in Lagos State. The study adopted a multistage sampling procedure in selecting sample for the study. One senatorial district was selected from the state using simple random sampling technique and one local government area was selected from the state using simple random sampling technique. Twenty (20) senior secondary schools in the local government were carefully selected using simple random sampling technique. From each selected school, one Biology teacher was selected using simple sampling technique. One research instrument titled ''Availability and Utilization of Laboratory Resources'' (AULR) was used for the data collection. The data collected were analysed using frequency and percentage. The result showed that 75.0% of the teachers affirmed that laboratory resources were readily available in the school in the study area. Furthermore, the result showed that 65.0% of the available laboratory resources were frequently used, 20.0% of the available laboratory resources were fairly used while 15.0%of the available laboratory resources were not used. Lastly, the result showed that there were challenges associated with the utilization of Biology laboratory resources in senior secondary schools in the study area with cluster mean of 2.59 that was found to be above the criterion mean of 2.50. It is recommended that laboratory resources should be readily made available for the teaching of Biology in senior secondary schools by the government and also for privately owned secondary schools.
EFFECT OF MULTI-MEDIA TEACHING STRATEGY ON STUDENTS' PERFORMANCE IN SECONDARY SCHOOL BIOLOGY IN DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE
The study examined effect of multi-media teaching strategy on students' performance in secondary school biology in Dekina Local Government Area of Kogi State. Two objectives, two research questions and two hypotheses guided the study. The design adopted was a pretest and posttest non-randomized quasi-experimental design. The population of the study is made up of 6,480 senior secondary school two (SSS II) students in the area of the study. Simple random sampling technique was use to select three hundred and twenty four (that is, 176 male and 148 female) SSS II students in their intact classes from four co-educational secondary schools in Dekina Local Government Area of Kogi State. The instrument for data collection was Biology Performance Test (BPT). Kuder-Richardson formular (k-R-20) was used to determine the reliability coefficient index for BPT which was 0.82. After administering the instruments, data were collected. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results of the study revealed that students taught biology using multi-media teaching strategy had their performance enhanced than those taught using conventional method. The result also showed that multi-media teaching strategy has a significant effect on male and female performance in Biology. Based on the findings, it was recommended among other things that Biology teachers should use interactive strategies such as multimedia teaching strategy to teach biology in order to enhance students' academic performance.
EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT AND RETENTION IN CHEMISTRY IN OSUN STATE, NIGERIA.
The study investigated the effect of flipped classroom instructional strategy on Chemistry students' academic achievement and retention in Secondary schools in Osun State, Nigeria. Two research questions and two hypotheses were formulated to guide the study. A pretest-posttest and post posttest control group quasi-experimental research design was employed in the study. The population of the study comprised of all SSII Chemistry students in all secondary schools in Osun State. Purposive and simple random sampling techniques were used to select 102 SS II chemistry students. The experimental group were taught redox concepts using flipped classroom instructional strategy while the control group were taught the same redox concepts using lecture method of teaching. Chemistry Achievement Test (CAT) was the instrument used for data collection which was validated and tested for reliability. Mean and Standard Deviation were used to answer the research questions and the hypotheses were tested using independent sample T-test at 0.05 level of significance. The findings of the study revealed that the students taught redox concepts using flipped classroom approach have significantly higher academic achievement and retention scores than those who were taught using lecture method. Based on the findings, it was recommended among others that Chemistry teachers should adopt the use of flipped classroom instructional strategy because it is a student- centered learning strategy that improves students' academic performance.
TEACHERS' STRATEGIES AND SCIENTIFIC INQUIRY SKILLS OF PRIMARY SCHOOL PUPILS IN OSUN STATE
The study examined the prevalent strategies employed by teachers in inculcating scientific inquiry skills in early basic class pupils in Osun State and determine the influence of teachers' strategies on pupils' scientific inquiry skills in the study area. The study adopted a descriptive survey research design. The population for the study was all teachers and pupils in the early basic classes in Osun State. One hundred and fifty (150) teachers of early basic classes and 750 early basic classes' pupils were randomly selected through multistage sampling procedure. Two instruments titled, 'Teacher Strategies for Scientific Inquiry Development Observational Schedule (TSSIDOS) and Pupil Scientific Inquiry Observation Rating Scale (PSIORS) were used for data collection. Data collected were analysed using percentage, mean, standard deviation and Analysis of Variance (ANOVA). The finding showed that recitation and explanation were the most frequently used strategies 139 (92.7%) respectively while experimentation was the least employed strategy 16 (10.6%). It also showed that the strategies used have significant influence on the development of pupils' scientific inquiry skills (F= 2.944; p < 0.05). The study concluded that though teachers employed majorly traditional otherwise referred to as conventional strategies, they still have positive influence on pupils' acquisition of scientific inquiry skills. It is therefore recommended that while teachers use traditional strategies, modern or strategies that are child –centred be adopted to make children engaged in the teaching - learning process. Training should also be organized for teachers to make them acquainted with modern or child-centred strategies.
TEACHERS' CLASSROOM PRACTICES AND UPPER PRIMARY SCHOOL PUPILS' LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY, OGUN STATE.
Pupils' learning outcomes is the product of all learning processes. The study is on enhancing pupils' learning outcomes through teachers' classroom practices in Basic Science in upper primary schools in Ogun State. Descriptive research designed was adopted for the study, 150 pupils were randomly selected from five schools. A selfstructured achievement test was used as instrument for the study to assess the effect of teachers' classroom practices in basic science. Collected data were analyzed using frequency counts and mean difference. The result of the findings established positive impact of the teachers' classroom practices on pupils' academic performance. Before the adherence to quality and the implementation of teachers' classroom practices (active learning, differentiated instruction, formative assessment, and collaborative learning, pupil learning outcome was moderate and varied), has a mean score of 12.5. However, after the adherence to teachers' classroom practices was applied, there was an improved outcome, with respondents scoring above average and achieving a higher mean score of 16.5. The findings established that student-cantered, interactive learning and feedback-oriented instructional methods ensured by healthy teachers' classroom practices enhances pupil engagement, address diverse learning needs, and leads to better academic outcomes. The study recommended among others that teacher' classroom practices is key to an improved learning outcome, so in-service training should be organized for teachers.
IMPACT OF MOTHERS IN STEM LEARNING FOR EARLY YEARS IN NIGERIA
STEM learning refers to science, technology, engineering, and mathematics education. It emphasizes an interdisciplinary approach to learning and problemsolving, incorporating elements of the natural world, scientific inquiry, technological innovation, engineering design, and mathematical reasoning. STEM learning aims to develop students' critical thinking skills, creativity, and proficiency in these essential areas, preparing them for future careers and addressing real-world challenges. Globally, STEM is at the forefront of economic development. The federal government of Nigeria has established several universities of science and technology to improve the teaching of STEM areas. This paper delves into how mothers impact STEM learning during early childhood, focusing on role modelling, encouragement, creating supportive learning environments, engaging in hands-on activities, language development, and advocacy for educational resources.
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INTEGRATION OF ARTS IN SCIENCE EDUCATION
Often science is seen as concerning mainly 'critical' rather than 'creative' thinking. This is largely because critical thinking is perceived as a set of vertically operated cognitive skills used for decision-making in complex but logical situations, or for solving 'ill-structured' problems. The incorporation of the arts into teaching and learning is called arts integration (AI). The arts include both visual arts (paintings, sculptures) and performing arts (music, dance, drama). To some scholars, science and art can be seen as opposites, but these two fields can also share common attributes which can profit research and student accordingly. The paper is targeted at three objectives; foster creative Problem-Solving Skills, enhance understanding of scientific concepts and cultivate a lifelong appreciation for both Art and Science, to achieving this, the paper articulated the roles, the place and fabrics of art in science education which will therefore enable students and researchers alike appreciate the place of art in science education, research and development of curriculum. This article is recommended for further empirical study in the academic scene from secondary to tertiary level, this will help build the minds of aspiring scholars.