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.

Improving the quality of Science and Technology education requires effective teaching techniques, which largely depend on the development of teachers' pedagogical skills. This study examines how the application of the Activity-Based Learning (ABL) approach influences Secondary School Science and Technology students' cognitive learning abilities. These skills are examined based on Bloom's Taxonomy, and are evaluated by their teachers. The study also investigated the teachers' ability to effectively apply the ABL approach after receiving training. The study formulated two research questions and a hypothesis; and focused on Basic Science and Technology (BST) students in three districts of the State of Akwa Ibom in South-South Nigeria. The fifty-six teachers who taught these students were trained in the ABL approach, and 308 students of 20 teachers were randomly selected to form the sample for the study. The teachers completed the "Basic Science and Technology Teachers Activity-Based Learning Evaluation Scale” (BSTTABLES) which elicited their response to items on their ability to apply the ABL approach and their evaluation of their students' cognitive learning ability as they apply the ABL approach in teaching BST subjects. Analysis of the data generated revealed that the teachers were highly able to apply the ABL approach and the students responded favorably to it, although their scarcity of resources for class activities. According to the teachers’ evaluation, their students improved in the cognitive learning outcomes of Recall, Comprehension, and Application, which were high when ABL was applied. While there was only slight improvement in the higher-order cognitive skills. The study concludes that the application of ABL leads to significant enhancement in the cognitive learning outcomes of BST students. It recommends continuous training, retraining and support of teachers to ensure the effective application of the ABL approach.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0091/a.php" alt="Hit counter" /></p>

Encouraging women to go into Science and Technology (S&T) careers should start with the young girls. In developing countries, such as Nigeria, girls experience challenges in studying science and technological subjects and pursuing careers in these professions. The study identifies factors that inhibit Nigerian girls from undertaking careers in S&T. A sample of 228 Nigerian Senior Secondary School girls was used for the study. A "Female Students Science and Technology Inhibitions Questionnaire" (FSSTIQ) was used to elicit responses from the girls on conceptual, psychological and physical inhibitions to their studying S&T subjects. Percentages, mean and standard deviation were used to describe the data obtained. The results reveal that the major conceptual, psychological and physical problems the girls encountered were mathematical concepts, perception of S&T subjects as being difficult, and inadequate time to study. A "Differentiated Mentoring" approach is recommended for engendering effective mentoring of school girls interested in pursuing science and technology careers.

This study investigated the influence of laboratory method on students' mathematical creativity in junior secondary schools in Yenagoa, Bayelsa State. The study was guided by three research questions and three hypotheses. The Pretest-Postest nonrandomise control group design was adopted for the study. A sample of 122 students from two intact classes selected randomly was used for the study. The instruments for data collection were the Mathematics Creativity Test (MCT) and Students Attitude towards Mathematics Questionnaire (SAMQ). The data collected were analysed using mean and standard deviation, and the Analysis of Covariance (ANCOVA). The result indicated that Laboratory method of teaching significantly enhance students' creativity in mathematics. The method equally enhanced mathematical creativity of both male and female students. Students' attitude towards mathematics also influenced mathematical creativity significantly. Among others, it was recommended that mathematics teachers should explore the use of laboratory method in teaching various concepts in Junior Secondary School level.