The study investigated career choice determinants and academic achievement of first year science education students of the  University of Uyo. It was an ex-post facto research design with three research questions and three hypotheses guiding the study. The population of the study was 634 undergraduate science education students in the 2016/2017 academic session. One hundred and twenty-four (124)first year students randomly selected across the five units of the department (integrated science, physics chemistry, biology and mathematics) formed the sample size for the study. Questionnaire was the instrument for data collection. The data collected were analysed using mean and standard deviation, ANOVA and MANOVA. Instrument reliability using Cronbach alpha reliability coefficient was 0.82.  The findings of the study showed that students find themselves tied down to rigid programme schedules that do not give them room to fully concentrate on their areas of specialization. This adds to schooling burden and dampens the excitement they originally came into the programme with. The study also found that   due to lack of information on various career choices students lose interest easily even though their choices were on the career choices they made.  Parental desire causes students to come out with poor results at the end of semester and graduation. It was also found that gender is not a significant factor on the problems encountered. The result further showed that different units of the department have significant influence on the problems encountered. It was recommended amongst others, that proper orientation/counseling be given to students to enable them cope with workload challenges at the commencement of the programme in the  different units of the department.

This study investigated the relative effectiveness of computer-based science simulations on students' achievement in chemistry at the secondary school level when compared with guided-discovery and the traditional expository teaching methods. The study used non-randomized pre-test -post-test control group design. The study sample was 89 Senior Secondary II (SSII) chemistry students drawn from Uyo Local Government Area, Akwa lbom State, Nigeria. Criterion sampling technique was used for sampling. Two hypotheses were tested. The instrument used in collecting data was a researcher-developed 25-item 4-option multiple choice test -the Chemistry Achievement Test (CAT) -designed to measure students' achievement in the area of chemical combination. The test had a reliability index of 0.72 determined using test-retest approach. The results of data analysis using Analysis of Covariance (ANCOVA) showed that students taught by computer-based science simulations performed significantly better than those taught using the traditional expository method, (mean diff. = 4.34; sig. = .032), but had comparable performance with those taught with guided-discovery approach (mean diff. = .85; sig. =.869). That is, computer based simulation method is as effective as guided-discovery, but significantly better than the traditional expository method; and that gender is not a strong determinant of students' performance in chemistry. Based on the findings, it was recommended, among others, that chemistry teachers should adopt computer-based simulation technique in teaching chemistry concepts in view of its high facilitative effect on students' performance.

This study investigated the Basic Science and Technology (BST) students’ reaction to the use of the Activity-Based Learning (ABL) approach, recently introduced by the Nigeria Universal Basic Education Commission (UBEC) in Primary schools; and the influence of the ABL approach has on the BST students’ non-cognitive outcomes. The study used a survey and posttest only quasi-experimental design. Three research questions and two hypotheses guided it. The study population was 2,800 BST students of the 56 teachers who participated in the ABL teaching workshop. Three hundred and eighty students of twenty proportionately selected teachers from the state's three districts who used the ABL approach formed the experimental group. Another one hundred and fifty students who were not exposed to ABL were used as the control group. The ABL students answered the “Basic Science and Technology Students’ Non-Cognitive Outcome Questionnaire” (BSTSNCOQ), which elicited students’ responses on their learning experiences and non-cognitive outcomes based on the ABL approach. The students were highly satisfied with the ABL approach; there is a significant advancement in the non-cognitive outcomes/skills of the students, especially in meta cognitive strategies. The study concluded that using the ABL approach in teaching BST subjects can engender advancement in students’ non-cognitive outcomes/skills. The BST teachers in the state are recommended to be continuously trained, retrained, mentored and monitored in applying the ABL approach. The study has revealed the underlying, un-measured gains in using effective instructional techniques such as the ABL approach.

Effective engagement in practical work enables science students to acquire abilities, skills, competence and understanding of laboratory practical knowledge. The study investigates teacher self-regulatory skills in laboratory practice and students' academic achievement on the rate of chemical reaction in science. Eighty (80) science teachers and eighty (80) senior secondary science students were randomly selected from fourteen schools in Uyo Local Government Area of Akwa Ibom State, using the technique of purposive sampling. Three research questions and three hypotheses tested at a 0.05 level of significance guided the study. The study utilized ex-post facto design as the independent variables of teacher self-regulatory skills, gender and experience are variables that have already occurred, and the researchers had no direct control over them. A 20-item multiple choice Achievement Test on Rate of Chemical Reaction and Questionnaire on Teacher Self-regulatory skills were instruments used for data collation. Mean, Standard Deviation, t-test and multivariate analysis of variance were used for analysis. Results show that teacher self-regulatory skills have a significant effect on practical achievement on rates of chemical reactions. There exists no significant difference in the achievement mean scores of science students based on gender with regards to teacher self-regulatory skills.; but the significant difference exists in the achievement mean scores of science students based on teachers' teaching experience given their self-regulatory skills. Recommendations amongst others were that science teachers should apply effective use of self-regulatory skills in teaching and understanding of the rate of chemical reactions.

The study examined science teachers' perception of ICT capacity building workshop in Akwa Ibom State secondary schools. The design for the study was a descriptive survey. The census of 295 science teachers from Uyo Local Government Area that attended a 3-day ICT capacity building workshop was used for the study. One research question and two hypotheses guided the study. The instrument for data collection was a questionnaire on ICT capacity building workshop. The instrument reliability was Cronbach's alpha coefficient: .86. Data for answering the research question was Researchers and Reviewers, 2006-2017: www.afrrevjo.net. Indexed African Journals Online: www.ajol.info analysed using mean and standard deviation while t-test was used for testing the hypotheses at .05 level of significance. Findings revealed that science teachers' perception of ICT capacity building workshop was low as most science teachers lacked clear understanding of what benefits ICT capacity building workshop may afford them. The findings also indicated that facilities were grossly inadequate to effectively equip science teachers with knowledge of ICTs during capacity building workshops. The findings also showed that the frequency of use of ICT capacity building workshop was a once-in-a-year event and this was too short a duration for any meaningful utilization of ICT technologies in instructional delivery to adequately enhance ICT knowledge among learners. Based on these findings, recommendation amongst others; was that ICT capacity building workshop should be more frequently organized in the state to update science teachers' knowledge on ICTs for lesson delivery.