A quasi non-equivalent, non-randomized factorial design, examined Chemistry students' attitudes towards chemistry and academic achievement in second year Bachelor of Education students taught with the flipped classroom strategy. In the study of 100 students, a pre-attitude test of 30-items questionnaire was apportioned to ascertained students' attitude towards chemistry. Pre-test was also apportioned to the control and experimental group. This was followed by teaching using the flipped classroom strategy for experimental group and the control group was taught using the traditional approach. Thereafter, students in the experimental group wrote a post attitude test. A post-test was administered to both experimental and control group. The result of the post-attitude showed a significantly higher mean when compared to the pre attitude score. The result of the analysis using sample t-test showed students having a positive attitude towards chemistry, when taught using flipped classroom. The study also sought to find out the academic achievement of students taught with and without the flipped classroom strategy. Findings from the investigation of academic achievement revealed that students’ academic achievement was significantly higher than those in the conventional group. The implications of these findings are that the flipped classroom strategy could improve attitude of students towards chemistry, thereby enhancing their academic achievement. This is so as students can play the lesson videos again and again at the comfort of their homes for mastery of concept in their lesson. The result of this study is especially relevant to the learning and teaching of chemistry in secondary and tertiary institutions in developing nations, Nigeria inclusive. This is so as the teacher per student ratio is high such that the teacher cannot carry every student along in the class within the short period provided.

The purpose of this article was to analyze chemistry teachers’ interest, literacy, self-efficacy, teamwork, and creativity in the use of simulation teaching of concepts in chemistry to enhance students’ creativity skills. A descriptive and exploratory quantitative design was used in the study. The study used 150 serving chemistry teachers from the Calabar education zone public education system. A 29-item questionnaire was employed to gather data from respondents. Independent t-test, regression, and a 2-way analysis of variance were used for data analysis. Results obtained indicated high levels of teachers’ interest, literacy, self-efficacy, and teamwork in the utilization of simulation strategy in teaching chemistry concepts. Results of a 2-way analysis indicated that teachers’ age and years of experience influence teachers’ self-efficacy, teamwork, and creativity. It was recommended among others that serving teachers’ interest in the use of simulation is encouraged to support their learners’ instructional activities in a simulated classroom.

This research work investigated the influence of learning styles on academic performance among Science Education undergraduates of the University of Calabar, Nigeria. The learning model used for this study comprised, visual, auditory, kindergarten, global analytical impulsive, reflective, individual and group models. Expo facto design was used for the study. The target population included all Science Education students in the University of Calabar. Two instruments were used for the study, Learning Styles Questionnaire (LSQ) and 2017/2018 second semester examination raw scores of Introduction to Science Education Result (ISER). The Cronbach's Alpha reliability coefficient was used for LSQ and the reliability coefficient was calculated, ranging from 0.62 to 0.82. Proportionate stratified and random sampling techniques were employed to get the sample. A total of two-hundred Science Education undergraduate students were chosen at random from the population. Findings showed that students have different learning styles preference. Data analysed revealed that there was a significant difference in student's choice of learning styles. There was a positive correlation between learning styles and academic performance of students. It was therefore recommended that teachers vary in their teaching methods and strategies to pave way for students to use different learning styles.

This paper investigated cultural resources, academic self-concept, and achievement of chemistry students in a senior secondary school in Nigeria. Research questions and hypotheses were formulated to direct the study. A quasi-experimental factorial design was used in this study, which had a sample size of 90 senior secondary chemistry students. The Academic Self-concept Questionnaire (ASCQ) and Chemistry Achievement Test (CAT) were used in this study. The reliability of ASCQ was done using Cronbach Alpha and it was 0.80 while the reliability of CAT was done using Kuder Richardson formula 20 and had a coefficient of 0.79. The results obtained were analyzed using a dependent t-test and analysis of variance (ANCOVA). Analysis of data showed that the academic self-concept of the students increased after using cultural resources and the experimental group gained more than the control. This study found that cultural resources made the learning of chemical concepts easy to comprehend as the materials were things that the learners were familiar with. This study recommends, among others, that teachers use cultural resources in teaching chemistry.

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