The study examined the effect of meta-cognitive strategy (KWL) and secondary school students' academic achievement and retention in chemistry in Uyo metropolis in Akwa Ibom state, Nigeria. Two research questions were raised and two hypotheses formulated to guide the study. The design for the study was a pretest posttest quasi-experimental. Two out of fifteen public secondary schools in Uyo metropolis of Akwa Ibom state were randomly selected for the study. A sample of one hundred (100) SS11 students consisting of 47 boys and 57 girls from two intact classes were drawn from the selected schools. Two validated instruments tagged chemistry achievement test (CAT) and chemistry retention test (CRT) containing 25 items each were used to collect data. The reliability coefficient of CAT and CRT were determined using test-retest method. The data obtained were analysed using Pearson Product Moment Correlation (PPMC) and the reliability coefficients of 0.81 for CAT and 0.77 for CRT were obtained respectively. Mean and standard deviation were used to answer research questions and analysis of covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings showed a significant difference in achievement and retention scores of chemistry students taught alkanols using KWL and those taught with expository strategy. It is recommended that chemistry teachers use Know-What and Learn meta-cognitive strategy during instructional delivery to make teaching and learning more participatory, self monitoring and self evaluating so as deeper to understanding and retention of chemistry concepts.

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.