This study investigated awareness of climate change and sustainable development among undergraduates in two universities: University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo State of Nigeria. This was aimed at increasing the knowledge of undergraduates on climate change and sustainable development.The study adopted a survey design. The population for the study consisted of 300 hundred undergraduates in University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo State, Nigeria. The students were selected using purposively random sampling technique. A 45-item each with Likert type response format titled ''Awareness of Climate Change and Sustainable Development among Undergraduates Students'' tagged ACCSDUS were administered. Data obtained were analyzed using simple percentages and t-test.The results showed that undergraduates possessed high level of awareness on the concept of climate change, have access to the sources of information and factors of personal experience, public sources and education greatly influence their awareness. The results further showed that there was no significant difference in the level of climate change and sustainable development awareness in term of gender (t= 0.733 > 0.05). There is a significant difference in the level of awareness of undergraduates on the concept of climate change based on school ownership (t= 0.013 < 0.05).The study concluded that climate change education should be structured and embedded in the curricula of schools at all levels and that training, re-training, empowerment or enlightenment of the public and stakeholders in climate change should be carried out without bias, discrimination or marginalization of any form.

Science, technology, engineering, and mathematics (STEM) education teach the four disciplines in an interdisciplinary and applied approach. Globally, the STEM areas are in the forefront of economic development. The government of Nigeria has already forged partnerships and is drawing upon the technological experience of other countries to build new STEM learning opportunities for Nigerian students. The federal government has established several federal universities of science and technology with the sole purpose of improving the teaching of STEM areas. Traditional education in Nigeria challenges range from poverty, poor school funding, poorly trained teachers, inadequate learning aids, incessant strikes, among others. It is time that Nigeria realizes that women and girls continue to be extremely underrepresented in the sciences and incorporate them in the new programme because ensuring that more girls receive a quality education will reap dividends for the safety, security, and prosperity of the nation and for the next generations.

The study examined the influence of students' feedback on the quality of the teaching of science teaching in four Nigerian Universities: Obafemi Awolowo University Ile-Ife, University of Ibadan, Ibadan, Osun State University, Osogbo and Lead City University, Ibadan. This was aimed at improving students' academic performance in the science disciplines.The study adopted a survey research design. The population for the study consisted of 346 students in the Faculty of Science and Science Education and in cognate courses in the universities. The students were selected using purposive sampling technique. A 30-item questionnaire each with likert type response format titled "Questionnaire on Influence of Students Feedback on Quality of Science Teaching" (OISFQST) were administered. Data obtained were analyzed using simple percentages, t-test and one way Analysis of Variance (ANOVA).The results showed that there was no significant difference between gender on perception of students feedback on the quality of science teaching (t = 0.4959 > 0.05). The results also showed that there was no significant difference between institution and the importance of students' feedback on the quality of science teaching (F= 9.01>2.63). The results further showed that there was no significant difference between institution on the effect of feedback on the quality of science teaching (F 32.97>2.63).The study concluded that feedback by students is critical to good teaching and could bring about improvements to the faculty members and to the university at large.

The field of genetics is often believed as a subject or a topic in biology that is difficult to learn and comprehend. The study aimed to identify the analogies used in the presentational format in illustrating genetics in selected biology textbooks in Osun State, Nigeria. The study adopted a descriptive survey research design. The population for the study comprised all the nine biology textbooks presently recommended by the Osun State Ministry of Education for implementing the biology curriculum. The study sample comprised six out of the nine recommended biology textbooks in Osun State using a simple random sampling technique. An instrument developed by Curtis and Reigeluth titled Biology Textbook Genetics Analogy (BTGA) was adapted and was used to collect data for the study.  The study concluded that verbal analogies, simple analogies, and advance organizer analogies are the predominant analogies used in textbooks. It was also concluded that textbooks should include and balance the ratio of the different types of analogies being used.   Keywords: Analogy, Biology Textbook, Genetics, Senior Secondary School, Osun State (Nigeria)