This paper seeks to investigate how students' performance in Chemistry can be enhanced by using kitchen resources in Calabar. The kitchen resources used included a piece of white paper, a swab, lemon juice and candle. These were used to show that paper cellulose was oxidized by flame due to the catalysis of lemon juice acid. Other materials used were empty bottles of water, a balloon, a teaspoon, a glass, vinegar and sodium bicarbonate to inflate balloons without blowing. Volcano being made with a large glass, water, liquid dye, oil, effervescent tablet and a lantern was to demonstrate immiscibility, and carbon dioxide was formed because of effervescent tablet dissolution. The sample comprised 50 students drawn from two secondary schools in Ikom Education Zone of Cross River State. Two instruments were used to collect data: Chemistry Interest Questionnaire (CIQ) and Chemistry Achievement Test (Cat). Cronbach was used to establish reliability for CIQ and was found to be 078. Richardson formula 21 was used to establish reliability for Cat, 0.83. The research used a mixed design (quasi experimental and survey design). Data obtained were analyzed using independent t-test and Pearson product moment correlation coefficient. The results gave a significant t test of 4.96 and positive r =0.90 at 0.05 alpha level. The null hypothesis was not accepted which stated that there is no significant relationship between students' interest when taught with and without kitchen resources. The second null hypothesis with regard to Chemistry interest and academic achievement was also not accepted. Teachers are encouraged to use kitchen resources in the teaching of Chemistry to foster interest which will lead to high academic performance.

This study examined how the socioeconomic rank of parents correlates with students’ academic and cognitive outcomes of science students in senior secondary school. Its objective was to examine the bedrock of physical and psychosocial mediators that influence students’ learning and cognitive attitude. The sample comprised 548 science students drawn from 11 secondary schools in Calabar Municipality of Cross River State, Nigeria. A simple random sampling technique was used to select the sample from a population of 938 students. A cross-sectional observational type of survey design was used in this study. A self-reporting questionnaire labeled Socioeconomic Rank and Students Outcome Questionnaire (SERSOQ) was used for the study after validation and reliability. The results for reliability coefficients for SERSOQ range from 0.66 to 0.89 for Cronbach’s alpha and 0.72–0.81 for Kuder Richardson’s formula-20. Section “A” of SERSOQ was administered to the students in their schools by the research assistants, and students took section “B” home to their parents. Analysis of data collected was done using regression analysis, percentage, and mean. Results showed a great correlation between family income and academic achievement, cognitive attitude, and study habits. The study did not find a significant relationship between assignments with the variables under investigation. Importantly, the findings of this study found that parental control exhibited the greatest mediating function in providing family income impact on students’ cognitive attitude. Other mediators like students’ and peers’ educational ambitions and mother-child verbal relationships were discovered as potent mediators. Findings also showed a slight impact of family income on parent-child and mother-father relationships. Parental control consists of an influential setting that is outside the school environment yet mounting a very powerful effect on determining school outcomes in teenagers. In conclusion, a positive social environment is necessary for enhancing science students’ cognitive ability, academic achievement, and study habits as money is not everything. Some of the recommendations made were that there should be an educative environment at home. Educators should encourage parents to provide the necessary means of academic success, such as a source of light, stationery, books, separate study rooms, and homework facilities in their respective homes.

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The focus of this study was to determine perception of examination malpractice and academic performance in Primary Science among sixth grade in Cross River State, Nigeria. In order to achieve the set objectives of this study, three hypotheses were formulated and tested. Two instruments were used for data collection. They were perception of examination malpractice questionnaire (PEMQ) and a 50-item primary science achievement test. These instruments were validated and administered to one thousand eight hundred and eighteen (1818) pupils out of sixty-eight thousand, two hundred and one (68,201) pupils in seventy (70) schools in the study population. A proportionate stratified random sampling technique was adopted hence; the study area was stratified into three educational zones with different populations. The data obtained were analyzed using Pearson Product Moment Correlation Coefficient (r), One-way Analysis of Variance (ANOVA) and Independent t-test statistical tests at 0.05 level of significance. The major finding of this study was that there was a significant relationship between pupil's perception of examination malpractice and academic performance in primary science. Based on the findings, it was concluded that if pupils understand the damage examination malpractice does to the educational system and study adequately; it will help them to perform well in science and minimize examination malpractice. It was recommended that pupils should be made to understand the dangers of examination malpractice and culprits caught in examination should be used to set good examples for others to enable them model adequate behaviours and study hard for their examination.

The purpose of this article was to analyze chemistry teachers’ interest, literacy, self-efficacy, teamwork, and creativity in the use of simulation teaching of concepts in chemistry to enhance students’ creativity skills. A descriptive and exploratory quantitative design was used in the study. The study used 150 serving chemistry teachers from the Calabar education zone public education system. A 29-item questionnaire was employed to gather data from respondents. Independent t-test, regression, and a 2-way analysis of variance were used for data analysis. Results obtained indicated high levels of teachers’ interest, literacy, self-efficacy, and teamwork in the utilization of simulation strategy in teaching chemistry concepts. Results of a 2-way analysis indicated that teachers’ age and years of experience influence teachers’ self-efficacy, teamwork, and creativity. It was recommended among others that serving teachers’ interest in the use of simulation is encouraged to support their learners’ instructional activities in a simulated classroom.