This study focused on assessment of colleges of education students' knowledge and attitudes towards solid waste management in the North-Central zone of Nigeria. The cross-sectional survey design was adopted. A Students' Knowledge and Attitudes towards Solid Waste Management Questionnaire was used to collect data from 1,800 students. The findings indicated that the students had a low knowledge level of solid waste management but their attitudes towards it were positive. A significant relationship was found between students' knowledge and their attitudes towards solid waste management. Furthermore, gender was shown not to have any significant influence on knowledge and attitudes of students towards solid waste management. It was concluded that although students had low knowledge of solid waste management, their attitudes towards it were positive. It was recommended that environmental education issues, especially, solid waste management should be incorporated into colleges of education curricula and properly taught for in-depth knowledge acquisition.

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The study determined the achievement of students in physics when exposed to Felder-Silverman's learning styles, amongst others. Methodology: The separate-sample pre-test, post-test quasi-experimental research design was adopted. The population was 419 senior secondary two (SSII) students offering physics in 31 schools in Bassa Local Government Area, Nigeria. A sample of 88 students obtained from four intact classes were used. The instruments used were the Index of Learning Style Questionnaire (ILSQ) and Physics Achievement Test (PAT). Construct validity and content validity were respectively performed on the ILSQ and PAT. The test-retest method was used to obtain the reliability coefficient of ILSQ as 0.86. Kuder-Richardson formula 20 was used to obtain the coefficient of PAT as 0.81. ILSQ was administered, before PAT, as pre-test so as to place students into the learning styles. After teaching for four weeks, using the lecture method, PAT was administered as post-test. The mean and ANCOVA were respectively used to answer the research questions and hypotheses. Results: Visual/verbal and sensing/intuitive learners achieved higher than the active/reflective and sequential/global learners, amongst others. Findings: A major finding was that sensing/intuitive and visual/verbal learning styles had significant effect on students' achievement but active/reflective and sequential/global learning styles had insignificant effect. Recommendations/Classroom Implications: Students should be encouraged to put their learning styles into use. When students are exposed to the different dimensions of learning styles, their achievement in Physics may be improved.

The study was carried out to develop and validate a Hybrid Active Learning Strategy (HALS) for teaching direct current electricity concepts (DCEC) in physics for secondary schools in Nigeria. The relevant literature reviewed revealed that the inappropriate use of relevant teaching strategies and the non-use of modern innovative technology in the teaching of physics result in lack of better understanding of concepts and hence, the poor performance of students in physics. In view of this, the HALS package which is a combination of active learning strategies including computer simulation was developed to help teachers to be more effective and students to understand DCEC concepts better. The developmental platform for the package is Microsoft visual basic 6. Other applications used during the design process include Adobe (macromedia) Director, Flash 8, Fireworks and Flash Player for animation, construction and display. The validation of HALS Package was done applying: subject content validation, computer expert validation, educational technology expert validation, personalized validation and group validation. The HALS package is generally perceived as very educative, comprehensive, adequate, relevant, user friendly and loaded with a lot of ingenuity.

The study investigated the effects of jigsaw iv cooperative learning strategy (J4CLS) on secondary school students’ achievement in Physics in Jos metropolis, Nigeria. It employed the quasi-experimental research design of the non-equivalent control group pre-test, post-test type. One hundred and forty-five (145) senior secondary two (SS II) students from four co-educational secondary schools were used as samples for the study. A 50-item multiple-choice instrument called Heat Energy Achievement Test (HEAT) was used to test students on the concepts of heat energy measurements. The internal consistency of HEAT was estimated at 0.83, using Kuder-Richardson formula 20 on the SPSS Version 25. Three research questions were raised and answered using mean, while two hypotheses were formulated and tested at α = 0.05 using Analysis of Covariance (ANCOVA). Findings revealed, amongst others, that students taught heat energy measurements using J4CLS achieve significantly higher than students taught under conventional lecture method (CLM); those who were taught heat energy measurements using J4CLS achieved high, without gender and school type bias. Based on the findings, recommendations were made which included encouraging physics teachers to employ J4CLS in teaching secondary school students, since the method has been found to enhance students’ achievement in heat energy measurements and it is gender-friendly and independent of school type in terms of improving their achievement in the subject.