Vol. 6, No. 2 (2026) Aug 2026
This study examined whether integrating demonstrations into Team-Pair-Solo instructional strategy could improve science academic performance among upper basic students with different ability levels compared with conventional instruction. The study was motivated by the persistent challenge of student...
Vol. 6, No. 2 (2026) Aug 2026
The study investigated the effect of an instructional leadership intervention for AI-supported Basic Science teaching on students' Basic Science achievement and scientific reasoning in North Central Nigeria, using a quasi-experimental research design. Four research questions and four hypotheses guid...
Vol. 6, No. 2 (2026) Aug 2026
This study examined the psychometric properties of the chemistry teachers' instructional practices scale (C-TIPS), an adapted instrument designed to students’ perceptions of their teachers' instructional practices. A cross-sectional survey design was employed, involving 247 400-level pre-service che...
Vol. 6, No. 2 (2026) Aug 2026
This study investigated the effect of culturally responsive pedagogy integrating indigenous knowledge on the academic performance of undergraduate integrated science students in chemistry. A pretest–posttest quasi-experimental research design was employed. Eighty-seven undergraduate integrated scien...
Vol. 6, No. 2 (2026) Aug 2026
Chemistry is central to scientific and technological development, yet students’ performance in the subject remains a concern in Nigerian secondary schools. This study examined whether self-esteem predicts chemistry performance and whether gender moderates this relationship among Senior Secondary Sch...
Vol. 6, No. 2 (2026) Sep 2026
This study tested whether the ABI > GI > TM effectiveness ordering reported for a pooled sample of 127 senior secondary Biology students (Idiaghe & Odafe, 2026a) replicates for male and female students separately, and whether teaching method and gender interact on posttest communicating-skills score...
Vol. 6, No. 2 (2026) Sep 2026
Knowing that teachers need more training is of limited practical use to curriculum planners unless it is known which specific content demands the most urgent attention, and why. This paper re-analyses teacher training-need data originally collected by Odafe (2017) from a survey of 40 Further Mathema...
Vol. 6, No. 2 (2026) Oct 2026
This study investigated the effect of the inducto-deductive approach on students’ academic performance in Arithmetic Progression in Zaria Metropolis. The study was guided by two objectives and two corresponding research questions. A pretest–posttest non-equivalent control-group quasi-experimental de...
Vol. 6, No. 2 (2026) Oct 2026
This study examined the effect of Process-Oriented Guided Inquiry Learning (POGIL) on metacognitive skills and performance in geometry among secondary school students in Kaduna State, Nigeria. A quasi-experimental design was employed, involving 131 SS2 students from two public senior secondary schoo...
Vol. 6, No. 2 (2026) Oct 2026
This paper reports the development and psychometric validation of four instruments designed to assess pre-service mathematics teachers' content knowledge, beliefs, interest, and teaching self-efficacy in North-West Nigeria. The instruments include the Mathematics Teachers' Content Knowledge Test (MT...
