Volume 12, Issue 4. July 2026
Preliminary Pages of Volume 12 Issue 4. July 2026
Examining Gender Differences in Mathematics Anxiety among Nigerian Preservice Mathematics, Science, and Technology Teachers
Oluwafunke T. Bankole, Abimbola I. Arigbabu, Adeneye O. A. Awofala, Ruth F. Lawal, Modiu K. Olaguro, Yusuf F. Zakariya, Abayomi A. Arigbabu, Alfred O. Fatade
Abstract
This study examined gender differences in the mathematics anxiety of preservice mathematics, science, and technology (MST) teachers in Nigeria. Using an ex post facto design, data were collected from 2,478 preservice teachers (Males = 1,324; Females = 1,154) at a public university in south-west Nigeria, using the Mathematics Anxiety Scale. A two-way factorial ANOVA showed a significant main effect of gender, F(1, 2468) = 300.38, p < .001, and a significant main effect of year, F(4, 2468) = 4.27, p = .002. The gender × year interaction was not significant, F(4, 2468) = 1.23, p = .294, showing that the gender gap remained stable across the five years. Independent samples t-tests showed that females recorded significantly higher mathematics anxiety than males across all three MST disciplines. As the study was limited to one university in one geopolitical zone, these findings are not generalisable beyond this context.
Keywords: Gender differences; mathematics anxiety; Nigeria; preservice teachers; mathematics, science, and technology
Self-regulation and Self-perception as Predictors of Secondary School Students' Academic Achievement in Chemistry in Obollo Afor Education Zone of Enugu State
Ezugwu Emmanuel & F. E. Ikeh
Abstract
This study examined self-regulation and self-perception as predictors of secondary school students' academic
achievement in chemistry in Obollo Afor Education Zone of Enugu State. Four specific purposes and corresponding four
research questions guided the study with four hypotheses tested at 0.05 alpha level of significance. The study adopted
correlational research design. A sample size of 349 was drawn from a population of 2746 secondary school students (SS
II) from Obollo Afor Education zone of Enugu state. The data generated for the study were obtained using Students' Self-
Regulation Questionnaire (SSRQ), Students' Self-Perception Questionnaire (SSPQ) and Chemistry Achievement Test (CAT).
SSRQ and SSPQ were face validated by four experts while the validity of Chemistry Achievement Test (CAT) was established
using table of specification. The reliability indices of SSRQ, SSPQ and CAT were 0.80, 0.72 and 0.78 respectively. The data
collected were analyzed using simple linear regression and multiple linear regression where the null hypotheses were
tested using regression t-test and regression analysis of variance. The result revealed that the predictive power of self-
regulation on secondary school students' academic achievement in chemistry was significant. It was also found that the
predictive power of self-perception on secondary school students' academic achievement in chemistry was significant. It
was further found that the joint predictive power of self-regulation and self-perception on secondary school student's
academic achievement in chemistry was significant. The study concluded that self-regulation and self-perception are not
only significantly related to students' academic achievement, but they are good predictors of students' academic
achievement. The researcher recommended among others, that government, secondary school administrators and
chemistry teachers should prioritize the integration of self-regulation and self-perception practices into educational
interventions by providing an ongoing and adapting instructional behavior on self-regulation and self-perception.
Keyword: Self-regulation, Self-perception, chemistry, academic achievement
Relative Efficiency of Project-Based and Think-pair-Share Learning Strategies on Students' Academic Achievement in Biology
Ugada Chiamaka Frances & Nonye Odionye
Abstract
This study examined the relative effectiveness of project-based and think-pair-share learning strategies on senior secondary school students' academic achievement in Biology in Obollo-Afor Education Zone. A quasi-experimental, non-randomized pretest-posttest control group design was adopted for the study. The population consists of 2167 Senior Secondary One (SS1) Biology students in the zone, from which a sample of selected students was drawn using multistage sampling procedure. Data were collected using a validated Biology Achievement Test (BAT). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses at the 0.05 level of significance. The findings revealed a significant difference in the mean achievement scores of students taught Biology using project-based learning strategy and those taught using think-pair-share learning strategy, with students exposed to project-based learning achieving higher mean scores. The results further indicated that gender had no significant influence on students' academic achievement in Biology. Based on the findings, the study concluded that project-based learning strategy is more effective in enhancing students' academic achievement in Biology than think-pair-share learning strategy. It was therefore recommended that Biology teachers adopt project-based learning strategy to improve students' academic achievement in secondary schools.
Keywords: Project-Based Learning, Think-Pair-Share, Academic Achievement, Biology Education, Secondary School Students, Gender
Effects of Two Formative Assessment Models on Senior Secondary School Students' Achievement in Mathematics in Enugu Education Zone
Agah, John Joseph, Arum, Gabriel Arum & Nwani, Samuel Uchenna
Abstract
The study examined the effects of two formative assessment models on students' achievement in mathematics in senior secondary one (SS1) schools in Enugu Education Zone of Enugu State. The study adopted quasi-experimental research design, specifically, non-equivalent comparison group design. The study was carried out with a population of 4,915 SS1 students in Enugu Education Zone of the state. The sample size of the study comprised of 96 students drawn from two schools out of 9 public senior secondary schools in Enugu Education Zone of Enugu State through simple random sampling technique. Mathematics Achievement Test (MAT) was the instrument for data collection. Three experts validated the instrument. The instrument was subjected to reliability test using Kuder Richardson 20 (K−R20), and a reliability coefficient of 0.86 was obtained. The data collected was analyzed using descriptive statistics. Mean and standard deviation were used to answer the research questions, whereas analysis of covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. Findings from the study revealed among others that there is no significant difference in the mean achievement scores of students in mathematics assessed with Margaret Heritage (MH) and Elicit Student Response and Use (ESRU) models. Based on the findings of the study, it recommends among others that teachers should be provided with professional development to enhance student understanding and implementation of formative assessment practices in classrooms including Margaret Heritage (MH) and Elicit Student Response and Use (ESRU) models to improve students' achievement in mathematics.
Keywords: Formative Assessment, Formative Assessment Model, Margaret Heritage Assessment Model, Elicit Student Response and Use, Students Academic Achievement
Experiential Learning Components as Predictors of Students' Creativity in an Electric Circuit
Idiku Francis Opinion & Emmanuel Ifeanyi Orji
Abstract
Motivated by the rich roles experiential learning plays in cultivating students' creativity, the study explored the dynamic interplay between experiential learning, its components, and creativity in an electric circuit. A correlational survey design was adopted for the study. The study was conducted in Ogoja Education Zone, Cross River State, Nigeria. A sample of 314 students participated in the study. The Electric Circuit Creativity Test (ECCT) and the Physics Experiential Learning Scale (PELS) were adapted for the data collection. A reliability index of 0.83 was obtained for ECCT using the Kendall Coefficient of Concordance, while a reliability index of 0.87 was obtained for PELS using Cronbach's Alpha. Linear regression analysis was used to answer research questions, while the hypotheses were tested using analysis of variance (one-way ANOVA) at a 0.05 level of significance. The findings showed that of all the four dimensions of experiential learning, concrete experience and problem solving are highly correlated with creativity, while active experimentation and abstract conceptualization are moderately correlated with creativity. It was concluded that to foster creativity in classrooms, students' experiential learning components, including abstract conceptualization, active experimentation, concrete experience, and problem-solving, should be nurtured through authentic and experiential learning pedagogies. The findings, therefore, underscore the unequivocal roles experiential learning components play in cultivating students' creativity.
Keywords: Experiential learning, abstract conceptualization, active experimentation, concrete experience, problem-solving, creativity, electric field
Navigating Inclusive Education: Rural Parents' Experiences of Raising Children with Disabilities in Regular Schools
Elizabeth I. Anierobi , Kingsley C. Nwosu, Amaechi Charles AnEmmanuel C. Nwune & 3Nnaemeka K. Oguezue
Abstract
Despite Nigeria's commitment to inclusive education, enrolment of children with disabilities in regular schools does not necessarily ensure meaningful participation or access to appropriate educational support, particularly in rural communities. This study explored how rural parents experience and navigate inclusive education for their children with disabilities in regular schools, with a focus on educational barriers and parental coping strategies. A phenomenological qualitative design was employed with 19 rural parents of children with disabilities, recruited through a snowball sampling approach. Data were collected through approximately 60-minute semi-structured interviews. Interviews were digitally recorded, transcribed verbatim, and analysed inductively using thematic content analysis. Six themes emerged: parents' lived experiences of inclusive schooling, educational barriers within regular schools, teacher-related experiences, financial burden of inclusion, social experiences of parents and children with disabilities, and parents' resilience. Findings showed that parents experienced considerable emotional strain while maintaining hope in their children's potential and progress. Major barriers included inadequate learning materials and assistive devices, transportation difficulties, limited school-based support services, inadequate teacher preparation, child neglect, weak teacher-parent communication, financial constraints, and social exclusion. Despite these challenges, parents demonstrated resilience through home-based academic support, school-related advocacy and financial sacrifice. The study concludes that meaningful inclusion in rural Nigerian schools requires more than physical placement. Responsive teacher preparation, accessible learning resources, stronger school-family partnerships, financial and transportation support, and inclusive practices that foster participation and belonging are necessary to translate enrolment into substantive educational inclusion. These findings highlight parents as active agents whose experiences should inform inclusive-education policy, school practice, and support interventions.
Keywords: Disability, Inclusive education, Rural Parents, Regular schools, Phenomenology, Qualitative research
Emotional Intelligence and Self-Concept as Predictors of Students' Achievement in Geography in Southern Kaduna
Yohanna, Ibrahim, Anayo David Nnaji & Ugwuanyi, Christian Sunday
Abstract
The study examined emotional intelligence and self-concept as predictors of students' achievement in Geography in Southern Kaduna, Kaduna State, Nigeria. Correlational survey research design was adopted in the study. Guided by Three research questions, where three hypotheses were tested, the sample of 408 senior secondary class two (SS2) students were drawn from the population of 35,146 SS2 students offering Geography across the 234 public secondary schools in Southern Kaduna for the 2024/2025 academic session using a multistage sampling procedure. Three instruments were used for data collection: Geography Students' Emotional Intelligence Scale (GSEIS), Geography Students' Self-Concept Scale (GSSCS) and Geography Academic Achievement Proforma (GAAP) developed by the researcher. The instruments were face validated by three experts in the Faculty of Education, University of Nigeria Nsukka. The reliability coefficient for the GSEIS was 0.899, while the GSSCS was 0.871, using the Cronbach Alpha method. The data in the study was analyzed using regression analysis. Coefficient of determination was used to answer the research questions. Hypotheses one and two were tested using regression analysis t-test, while regression analysis F-test was used to test hypothesis three, all at 0.05 level of significance. The findings of this study revealed that emotional intelligence predicts 66%, self-concept predicts 81% of students' academic achievement in Geography. Jointly, they predict 82% of students' academic achievement in Geography. All predictive powers were found to be statistically significant. It was concluded that emotional intelligence strongly accounts for students' academic achievement in Geography, self-concept highly account for students' academic achievement in Geography, while jointly, they highly account for students' academic achievement in Geography. The researcher recommended among others that teachers should facilitate students to develop emotional intelligence, self-concept, task persistence, self-efficacy and locus of control for improved academic achievement in Geography.
Keywords: Emotional intelligence, Self-concept, Geography, Academic Achievement, Predictor
Predictive Power of Spatial Ability on Secondary School Students' Academic Achievement and Interest in Organic Chemistry
Nonye Rebecca Ikegbuna & Innocent Undie Agiande
Abstract
The study aimed at analyzing the predictive power of spatial abilities on secondary school students' academic achievement and interest in Organic Chemistry. The predictive correlational research design was used for this study. The study was conducted in Enugu North Local Government Area, Enugu State, Nigeria. The study was guided by two research questions and two hypotheses. A sample size of 335 SS II was drawn from the population 2046 Senior Secondary two students following a multistage sampling procedure. The Chemistry Students' Spatial Ability Test (CSSAT), Organic Chemistry Achievement Test (OCAT) and Chemistry Interest Inventory (CII) were used for data collection. The reliability of CSSAT and OCAT using Kuder Richardson formula (KR-20) were 0.91 and 0.90 respectively, while the reliability of CII using Cronbach alpha method was 0.93. Data was analyzed using regression analysis. Findings of the study showed that the correlation between spatial ability and students' achievement in Organic Chemistry was statistically significant (r2 = 0.689, p< 0.001). The findings further revealed that the correlation between spatial ability and students' interest in organic chemistry was statistically significant (r2 = 0.745, p < 0.001). It was recommended among others that government should organize periodic training for teachers to enhance their capacity to stimulate students' development of spatial abilities for improved achievement and interest in Organic Chemistry.
<Keywords: Spatial ability, Academic Achievement, Interest, Organic Chemistry.
Effects of E-Portfolio and I-BIT Strategies on Male and Female Pupils' Literacy Achievement in English Language in Benue State, Nigeria
Chinwe Muodumogu, Emmanuel Edoja Achor, Clement Orver Igyu & Bemgba Asue
Abstract
This study investigated the effects of e-Portfolio and digital inquiry-based Information Technology (I-BIT) strategies
on male and female pupils' literacy achievement in English Language in public primary schools in Benue State,
Nigeria. The study adopted a quasi-experimental pre-test, post-test control group design. The population
comprised 630 primary six pupils aged 10–12 years and English language teachers in public primary schools in the
North-West Education Zone, Benue State, Nigeria. A sample of 291 male and female pupils from 10 schools
participated in the study (5 for each group). The study used two instruments to collect data: the Reading
Achievement Test (RAT) and the Writing Achievement Test (WAT). The study analysed data using means,
percentage mean gain, and Analysis of Covariance (ANCOVA). Findings showed that male and female pupils taught
using the e-Portfolio and IBIT strategies improved their reading and writing achievement, but there was no
significant difference between the genders. The study therefore recommended training teachers to use these two
digital literacy instructional strategies to improve pupils' reading and writing achievement.
Keywords: E-Portfolio, I-BIT, gender, reading achievement, writing achievement, English Language, primary school
pupils
Contextual Relevance of Pre-Tertiary Mathematics Self-Assessment Tasks in Ghanaian TVET: Evidence from the Building Construction Technology Programme
Akwasi Sakyi Denteh1, Francis Kwadwo Awuah2