The performance of senior secondary school students in chemistry has been very poor over the years in Nigeria. Teachers' use of inappropriate instructional strategies and students varied abilities has been identified responsible for this problem. This study examined the impact of Class-Wide Peer-Tutoring Strategy on secondary school slow learners' performance in redox reactions in Funtua Education Zone, Katsina State, Nigeria. Quasiexperimental design was adopted for the study. The study involved a population of 977 SS2 Students. A of sample of 108 slow learners drawn from two secondary schools were used. Three research hypotheses guided the study. Treatment involved teaching experimental group by trained peer tutors using CWPT while the control group was taught by the teacher using lecture method. Redox Performance Test (REPT) duly validated by experts with a reliability coefficient of 0.85 obtained using test retest method was used for data collection. Hypotheses were tested using t-test at 0.05 levels of significance. Results revealed that slow learners taught by peer tutors using CWPT performed significantly better than those taught by the teachers using lecture method. The study recommended that chemistry teachers should be train through workshops, seminars and conferences on the use of class-wide peer-tutoring strategy in teaching and learning of chemistry.

This article reported the findings of a study carried out to investigate the need for developing an organic reaction mechanism teaching model. Qualitative data was obtained through a semi-structured interview among five chemistry subject matter experts to explore their opinion on the issues centered on the teaching and learning of organic reaction mechanisms. The interviews were interpreted and analyzed using thematic analysis. Five themes comprising of many codes and quotations were identified. The analysis of the findings shows that organic reaction mechanisms are one of the most significant and central concepts in science. However, students are faced with challenges in learning the concepts. Thus, the need for an alternative model of teaching the concept of organic reaction mechanisms.

This study examined the effect of process–based Instruction on secondary school students’ academic performance and science-skills acquisition in Faskari Education Zone, Katsina State, Nigeria. The study employed quasiexperimental design using a sample of 103 students drawn from a population of 984 in the study area. Two instruments namely Identification of Cations Performance Test (ICPT) and Test of Science Process Skills (TOSPS) duly Validated by expert with a reliability coefficient of 0.69 and 0.75 respectively were used for data collection. Research hypotheses were tested using t-test statistics at 0.05 levels of significance. One of the finding from the study indicates that there is significance difference in the acquisition of Science- Skills between students taught identification of cations using Process–Based instruction and those taught the same concept using lecture method. Based on the research findings, it was recommended among others that periodic workshops, seminars and conferences should be organised for teachers on the selection and implementation of appropriate strategy for teaching chemistry concepts.

The study investigated the utilization of available school health services among secondary school in Funtua Education Zone, Katsina State-Nigeria. The study adopted a survey research design using a sample of Fifteen (15) junior secondary schools randomly drawn from a population of twentytwo schools in the study area. Three research questions were formulated for the study. School Health Services Availability and Utilization Questionnaire (SHSAUQ) was used for data collection. The instrument was duly validated by experts and a reliability coefficient of 0.85 was established using split half method. The data was analyzed using frequency and percentage count. Results revealed that, School Health Services are available in majority (86.70%) of the schools under study, but there was no enough qualified health personnel for effective utilization of school health services in the study area. It was recommended among others that Katsina State Government through ministry of education should deploy qualified health personnel such as nurses, community health workers in all the school clinics in the state.

Students’ performance in chemistry examinations in Nigerian secondary schools is consistently low. Factors attributed to students' low performance include students' interest in the subject, abstract and complex nature of the concepts, and dominant use of teacher-centered methods. Thus, the need for a novel strategy that has the potential to improve students' interest and present chemistry concepts more explicitly. This study aimed to examine the use of a method that incorporated advance organizers in teaching the redox reaction concept at the secondary school level. The study adopted a quasi-experimental design with pre and post-test control groups. The study targeted a population of 11,560 secondary school students in the Dutsin-Ma Educational zone, from which a sample of 138 form five science students were selected using a stratified sampling technique and randomly assigned into experimental and control groups. Data was collected using Redox Reaction Performance Test (RRPT) before and after the treatment that lasted eight weeks. The data was analyzed using means, standard deviations, and t-tests. Findings show that the method incorporated with advance organizers significantly affects the learning of redox reactions. Students in the experimental group achieved higher scores than those in the control group and there was no significant difference in performance between male and female in the experimental group. Thus, chemistry teachers and other stakeholders in science education were encouraged to adopt and strengthen the use of advance organizers in teaching science subjects in general and chemistry in particular.