A quasi non-equivalent, non-randomized factorial design, examined Chemistry students' attitudes towards chemistry and academic achievement in second year Bachelor of Education students taught with the flipped classroom strategy. In the study of 100 students, a pre-attitude test of 30-items questionnaire was apportioned to ascertained students' attitude towards chemistry. Pre-test was also apportioned to the control and experimental group. This was followed by teaching using the flipped classroom strategy for experimental group and the control group was taught using the traditional approach. Thereafter, students in the experimental group wrote a post attitude test. A post-test was administered to both experimental and control group. The result of the post-attitude showed a significantly higher mean when compared to the pre attitude score. The result of the analysis using sample t-test showed students having a positive attitude towards chemistry, when taught using flipped classroom. The study also sought to find out the academic achievement of students taught with and without the flipped classroom strategy. Findings from the investigation of academic achievement revealed that students’ academic achievement was significantly higher than those in the conventional group. The implications of these findings are that the flipped classroom strategy could improve attitude of students towards chemistry, thereby enhancing their academic achievement. This is so as students can play the lesson videos again and again at the comfort of their homes for mastery of concept in their lesson. The result of this study is especially relevant to the learning and teaching of chemistry in secondary and tertiary institutions in developing nations, Nigeria inclusive. This is so as the teacher per student ratio is high such that the teacher cannot carry every student along in the class within the short period provided.

Despite the changes in human behaviour and interactions occasioned by the COVID-19 pandemic, many institutions are yet to adapt to the new normal fully. While some educational institutions switched entirely to e-learning to promote teaching and learning, others could not offer education due to physical and social restrictions. Previous studies in Africa have identified reasons for the poor ICT adoption for educational purposes. However, the degree to which these factors affect ICT utilisation is barely analysed. Using a quantitative approach, this study assessed ICT deployment for teaching in the COVID-19 era by focusing on their availability and challenges. A sample of 344 respondents from a population of 2,867 academic staff at two Nigerian public universities participated in the study. After receiving face validity from experts, a structured questionnaire was used for data collection. Cronbach alpha reliability indices of the questionnaire ranged from 0.72 to 0.94. Descriptive statistics (simple percentages, mean, and standard deviation) and inferential statistics (one-way ANOVA) were used for data analysis. Findings generally revealed a moderate extent in the availability of ICT resources in public universities. The cost of data, computer literacy, and electricity supply are challenges that significantly affected ICT deployment in the COVID-19 era. Based on this finding, it was concluded that personal and institutional challenges affect how ICT resources are deployed in public universities. It was recommended, among other things, that the management of each tertiary institution should apportion proceeds from internally generated revenue to procure ICT resources specific to the need of the school. The study provides the ground for further research into students’ use of ICT for educational purposes.

Studies show that students perform poorly at the secondary school level in biology. The concepts considered as difficult contribute more to the poor performance. The fact remains that the topics related to these concepts are found to be difficult by the teachers teaching them. The undesirable trend has been attributed among other reasons to ineffective pedagogy among teachers of biology. This problem led to an upsurge of research into innovative approaches that can alleviate the situation. One such emerging approach advocated here is the use of 5Es' constructivist approach. The approach advocates problem solving learning atmosphere where learners are effectively guided to take responsibility for their learning, the effective utilization of which can enhance biology teaching and learning. This paper focused on how this approach could be applied in teaching one of the identified difficult concepts in biology namely; respiration. Some empirical studies on the effectiveness of the constructivist-based methods when compared with other approaches were reviewed. A sample of note of lesson using the 5Es' approach and guide was designed. It was recommended among others that government as well as professional associations should organize training for biology teachers on the use of 5Es' learning cycle as effective teaching approach.

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.