The study examined scientific attitude, attitude to science and science achievement of senior secondary school students in Katsina State, Nigeria. The descriptive survey research design was used for the study. Random sampling technique was employed to select 204 senior secondary school students from the three geopolitical zones of the state. Three instruments were used to collect data viz: (1) Scientific Attitude Questionnaire (SAQ); (2) Attitude to Science Questionnaire (ASQ) and Science Achievement Test (SAT). Data were analysed using multiple regression, linear regression, Pearson Product-Momement Correlation and t-test. The findings show that attitude to science and scientific attitude together account for 0.7% of total variance in science achievement (R2 = 0.007, p>0.05); scientific attitude accounts for 0.06% of total variance in science achievement (R2 = 006, p>0.05); attitude toward science accounts for 0.01% of the total variance in science achievement (R2 = .001, p>0.05). The results further show that there is a significant positive relationship between scientific attitude and attitude to science (r =+0.581, p<0.05); relationship between scientific attitude and science achievement was positive but not significant (r = +0.077, p>0.05); relationship between attitude to science and science achievement was also positive but not significant (r = +0.024, p>0.05). There is no significant difference between male and female students in scientific attitude, attitude to science and science achievement (t = -0.375, 0.597 and -0.678, p>0.05 respectively). It was recommended among others that researchers should look more inwards to detect what factors hinder science achievement in schools.

Introducción. Este estudio investiga la cantidad de influencia del nivel de creatividad e inteligencia emocional en el logro académico de los estudiantes diplomados en empresariales de los polictécnicos de los estados del sudoeste de Nigeria.Método. Se utilizaron tres instrumentos: Puntuación Acumulada de Grado del Estudiante (PAGE); Escala de Inteligencia Emocional de Wong y Law (WLEIS) y Test de Creatividad de Nicolas Holt (NHCT). Los instrumentos se utilizaron para obtener datos de inteligencia emocional, creatividad y logro académico de una muestra de 235 participantes.Resultados. Existe una baja relación negative, no significativa, entre creatividad y puntuación de grado (r=-.004, p>.05). No se encuentran diferencias significativas entre hombres y mujeres en relación al rendimiento académico, creatividad e inteligencia emocional.Discusión y conclusiones. Un estudiante de politécnico emocionalmente inteligente aparece como creativo aunque no necesariamente con buen logro académico. Los gestores de los politécnicos deberían asegurarse de crear un ambiente creativo y adecuado.

This study compared study habit, self-concept (t = 3.400, p<0.05). In both public and private schools student study habit and self-concept combined together and singularly predicted science achievement. Counsellors should encourage students to study and also train them on how to improve their self-concept in order to improve science achievement.

This study investigated the effect of four teaching strategies; peer-tutoring, demonstration, project-based and lecture teaching strategies on students' achievement in pasture and forage crops which is an aspect of agricultural science. Lecture strategy served both as a teaching strategy as well as control since it is assumed to be a conventional strategy of teaching. A 4×2×2 pre-test, post-test experimental design with a control group was used in which two hundred randomly selected Senior Secondary School II (SSS II) Agricultural Science students were drawn from three schools. The data was analyzed using ANCOVA and Scheffe post-hoc analysis. There was significant main effect of treatment on students' achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 = 20.775; p<0.05]. Also, students performed significantly at different levels in the three groups. There was no significant interaction effect of treatment and gender on students' achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 =0.404; p>0.05]. Peer-tutoring, demonstration and project-based strategies of teaching are potent in raising students' achievement. Thus, inservice training in form of workshops, seminars and symposia should be organized for teachers regularly to update their knowledge on adoption of appropriate teaching strategies.

This study investigated relationship between students' creativity and academic achievement as measured by the CGPA scores. Two instruments; Nicolas Holt Creativity Test (NHCT) and Student CGPA Information Format (SCIF) were respectively used to collect data on creativity and students' CGPA scores of a sample of randomly selected 235 HNDII business administration students of Polytechnics in the South Western States of Nigeria. There was a very low negative insignificant relationship between creativity and CGPA scores (r=-0.004, p>0.05).Thus, the higher the students' creativity, the lower the CGPA score. A creative person may not necessarily be a high achiever in school. In searching for people to carry out