Knowledge retention can be described as the ability of the students to assimilate available information during the learning process and recall/apply such knowledge obtained over time. Previously, students’ active involvement in the teaching and learning processes through innovative pedagogies has enhanced their capacity for knowledge retention. This study, therefore, evaluated the potency of innovative pedagogy, the learning activity package (LAP), in fostering students’ knowledge retention in science subjects in secondary schools, using gender as a moderating variable. The design was quasi-experimental. The sample was 208 class two students grouped into experimental and control groups exposed to LAP and lecture methods, respectively. Data were obtained using the Chemistry Achievement and Retention Test and analyzed with mean, standard deviation, standard error, and the analysis of covariance, computed with SPSS. The findings revealed that the innovative pedagogy improved the students’ knowledge retention in science more than the lecture method at F (1,202) = 45.72, p = .00, p ˂ .05. Besides, there was no interaction effect of method and gender on the students’ retention of knowledge in science at F (1, 203) = 2.47, p = .12, p > .05. The implication is the avalanche of innovative science teachers who blend their instructional strategies to provide for the student’s active participation in the teaching-learning processes for enhanced students’ knowledge retention in science subjects. This research is novel because science teachers can easily adopt the LAP approach for effective lesson delivery, culminating in enhanced students’ knowledge retention in secondary schools in developing nations.

This study evaluated the effectiveness of interactive engagement pedagogy, specifically, cooperative learning pedagogy in improving students’ academic achievement and academic self-concept in chemistry. A pre-test, post-test, non-equivalent, control group quasi-experimental...

This study evaluated the impact of a professional development program (PDP) on science lecturers' level of knowledge/understanding and the extent of use of modern technologies for improving their self-efficacy in teaching in the areas of students' engagement, instructional strategies, and classroom management, in some selected universities in Nigeria. The study adopted a descriptive survey design. The sample was 269 lecturers. The researchers adapted the teacher sense of efficacy scale (TSES) developed by Tschannen-Moran and Hoy (2001) for the study. The TSES has two parts (1) and (2) that contained 12 questions each. It was a validated instrument, with overall reliability indices of 0.92 and 0.95 respectively determined using Cronbach’s Alpha. The data obtained were analyzed with mean, standard deviation, and paired sample t-test. The study found that the PDP improved the lecturers' understanding of modern technologies and self-efficacy in teaching (t (268) = 30.959, p = 0.000 ˂ 0.05). Also, the PDP improved the lecturers’ extent of utilisation of modern technologies and self-efficacy in teaching (t (268) = 28.510, p = .000 ˂ .05). The study also found that the lecturers’ understanding of modern technologies after the PDP was high, but their use of modern technologies in teaching was still low. The researchers recommended that science lecturers' participation in PDPs should be regular to improve their understanding and use of modern technologies in teaching for enhanced self-efficacy and sustainable science education in developing nations.