This study is concerned with the persistent underperformance of secondary school students in Nigeria in physics. The study was conducted in two phases. Phase one was a survey of difficult concepts in physics, while phase two explored the potency of culturo-techno-contextual approach (CTCA) in breaking the barriers to meaningful learning of refractive indices, which ranked the most difficult concept in phase one of the study. A total of 1621 SS3 students from Nigeria and Ghana participated in the survey phase. The second phase employed a mixed-methods approach (quasi-experimental and interviews) with a total of 205 SS1 students. The control group was taught with the lecture method and had 96 students (54 males; 42 females), while the experimental group, taught with CTCA, had 109 students (65 females; 44 males). Both groups had a pretest and posttest using the achievement test in refractive indices; treatment lasted four weeks. Data gathered in the survey were analyzed using mean rank analysis, and refractive indices was perceived as the most difficult to learn. Phase two data were analyzed using one-way ANCOVA since intact classes were used. The result obtained showed that the experimental group performed better (mean for experimental = 15.49; control 11.97; F (1, 202) = 64.48; p < 0.01)) than the control group. Implications of the study are highlighted and the need for further studies is recommended.

Recent studies and frequent news reports have expressed concerns about African children’s decreasing reading habits and dwindling achievement in language and primary science examinations. African children are not reading because they have reading difficulties or because they have no interest in books. This article focuses on the elementary schooling years, when the ability to read and comprehend and the love of reading are developed, using Nigeria as a case study. The article begins with a review of the literature on reading that underscores the importance of nurturing and supporting good reading habits amongst African children. Following a cursory exposition of the categories of schools in Nigeria and the place of reading and science in the National Policy on Education, the remainder of the article presents the findings of a study conducted to assess the reading motivation skills of primary school teachers and illustrates pedagogical ways of developing good reading habits amongst African children. Implications for language and science education are discussed.

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This study investigated the impact of Entrepreneurial-Motivated-Approach in bridging gender disparities in achievement among senior secondary chemistry students. The study adopted pre-test, post-test nonequivalent quasi-experimental design. The sample comprised 118 senior secondary 2 chemistry students with 58 students in the experimental group (30 male; 28 female) and 60 students in the control group (27 male; 33 female) in two intact classes from two senior secondary schools in Education District V, Lagos State, Nigeria. The experimental group was taught using Entrepreneurial-Motivated-Approach while the control group was taught the same concepts for a period of six weeks using the conventional lecture method. Chemistry Cognitive Achievement Test and Chemistry Practical Achievement Test were used for data collection after validated by experts in test and measurement, and chemistry entrepreneurship. The reliability coefficients of the CCAT and CPAT were established using K-21 which yielded 0.87 and 0.76 respectively. The research questions were answered using mean and standard deviation while the hypotheses were tested using multiple analysis of covariance (MANCOVA) at 0.05 level of significance. Results revealed that gender had no significant effect on the students’ cognitive achievement [F(1,56)=.02; p>0.05] and practical achievement [F(1,56)=.48; p>0.05] in chemistry when taught using Entrepreneurial-Motivated-Approach. The study therefore recommended among others that Chemistry teachers should make effective use of Entrepreneurial-Motivated-Approach in chemistry instructions and the Curriculum planners should ensure the incorporation of entrepreneurial modules in the learning experience of senior secondary chemistry curriculum and textbooks to ensure skills acquisition among chemistry students.