STEM JOURNAL OF ANAMBRA STAN

MENTORSHIP AND PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS

2026-02-27T09:43:30-08:00

Mentorship and professional development (PD) are pivotal in enhancing science teachers’ competence, confidence, and continuous growth, significantly impacting the quality of science education. Mentorship fosters professional growth by pairing experienced educators with novices, facilitating knowledge transfer, skill development, and emotional support. This dynamic enhances self-efficacy, classroom management, and pedagogical content knowledge, bridging theory and practice through tailored guidance on inquiry-based learning, scientific literacy, and student engagement. PD complements mentorship by engaging teachers in lifelong learning through workshops, webinars, and professional organizations, keeping them abreast of scientific advancements and innovative pedagogies like inquiry-based learning, which promotes student curiosity and critical thinking. Integrating mentorship within PD frameworks, as exemplified by Finland’s collaborative models, aligns programs with teacher needs, fostering robust growth and educational quality. Research highlights benefits like increased teacher retention, reduced stress, and improved student outcomes due to enhanced instructional quality and job satisfaction. Best practices involve setting individualized goals, active participation, and reflective practices, while technology-enhanced PD, such as virtual mentoring, ensures accessibility. Challenges like resource constraints and workload balance necessitate systemic support and context-sensitive designs. Together, mentorship and PD cultivate skilled, resilient science teachers, strengthening education systems and inspiring future generations in scientific inquiry.

EFFECT OF GRAPHIC ADVANCE ORGANIZER ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN CELL BIOLOGY IN ENUGU STATE

2026-02-27T09:51:10-08:00

Persistent low achievement among secondary school students offering Biology has continued to draw concern from policymakers and education stakeholders. In response, various strategies have been explored to enhance students’ understanding of fundamental Biological concepts. This study examined the effect of a graphic advance organizer on the academic achievement of senior secondary school students in cell Biology in Isiuzo Local Government Area of Enugu State, Nigeria. The study population comprised 4,129 SS II students offering Biology, while the sample consisted of 349 students drawn through a multi-stage sampling procedure. Two co-educational schools were randomly selected from six available, and from each school, two intact classes were randomly assigned to experimental and control groups. A quasi-experimental non-equivalent control group design guided the study. Data were collected using the Cell Division Achievement Test (CDAT), which was validated by experts and had a reliability coefficient of 0.78 using the K-R 20 method. The CDAT was administered as a pretest and posttest. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the hypotheses at a .05 level of significance. Findings revealed that students exposed to the graphic advance organizer demonstrated higher achievement in cell division than those taught through the conventional expository method. Additionally, gender did not significantly influence achievement among students taught with the raphic advance indicating that the strategy benefits both males and females equally. Based on these outcomes, it is recommended that school authorities provide regular seminars and workshops to train Biology teachers on the effective use of graphic advance organizers in teaching complex concepts such as cell division.

PRE-SERVICE SCIENCE TEACHERS’ PERCEIVED INFLUENCE OF OVER-RELIANCE ON ARTIFICIAL INTELLIGENCE ON THEIR ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN ANAMBRA STATE

2026-02-27T09:54:47-08:00

The study investigated pre-service science teachers perceived influence of over-reliance on AI on their academic performance in tertiary institutions in Anambra State. The study guided by three research questions, with three testable null hypotheses, adopted a descriptive survey research design. The population comprised of the 824 students in the Department of Science Education, Nnamdi Azikiwe University, Awka enrolled in the 2024/2025 academic session. A sample of 120 students, selected through multi-stage sampling, were used. A structured questionnaire validated by three experts, with a reliability coefficient of 0.71 obtained using Cronbach alpha formula, was used for data collection. Data collected were analyzed using mean, standard deviation and ANOVA. The findings revealed a statistically significant high level of reliance on AI among pre-service science teachers, as AI tools were frequently used by them for assignment completion, concept clarification, and study assistance. Results further indicated that students, irrespective of their levels, perceived AI use as influential and beneficial to their academic performance as it enhances efficiency, understanding, and academic outcomes, although over-reliance also posed challenges such as reduced problem-solving ability, diminished critical thinking, and lower intellectual independence. The study concluded that although AI enhances academic engagement and outcomes, excessive dependence can hinder long-term cognitive development and self-directed learning, and thus recommended among others that students use of AI tools should be regulated and also that, tertiary institutions should promote AI literacy through workshops and integrate responsible AI-use modules into science education curricula to foster critical and ethical engagement with emerging technologies.

THE ROLE OF BIOLOGY EDUCATION IN PROMOTING ENVIRONMENTAL LITERACY AND SUSTAINABILITY PRACTICES IN CROSS RIVER STATE, NIGERIA

2026-02-27T10:00:58-08:00

The study examined the role of Biology Education in promoting environmental literacy and sustainability practices in Cross River State, Nigeria. Two specific objectives, two research questions and two hypotheses guided the study. The study adopted a descriptive survey research design. It was conducted in Cross River State, Nigeria. A total of 55 Biology Educators from two public universities in Cross River State, Nigeria was studied. The universities were University of Calabar (UNICAL) and Cross River State University of Technology (UNICROSS). The instrument for data collection was structured questionnaire. The instrument was face validated by three experts. Cronbach alpha reliability method was used to determine the internal consistency of the instrument and it yielded a reliability coefficient of 0.85. Data collection was carried out by the researcher and three research assistants. Data analysis was carried out using mean, standard deviation and t-test statistics. The mean scores for environmental issues was (2.66-3.26). With the decision rule of 2.50 and above to be accepted, while items with mean score less than 2.50 were rejected. Standard deviation to each item ranged from 0.52-0.99. Also, the decision rule for t-test analysis was that any hypothesis with p-value less than 0.05 level of significance was rejected. Therefore, there is no significant differences in the mean responses of university of Calabar Biology educators and University of Cross River Biology Educators on the current environmental issues facing Cross River State. The results identified sixteen (16) environmental issues facing Cross River State to include: illegal logging of forest trees, water and soil pollution from agricultural runoff and industrial waste, among others. The findings also revealed fourteen (14) roles of Biology Education in promoting environmental literacy and sustainability practices in Cross River State which are: educating students about the importance of protecting species and ecosystems, providing students with hands-on-experiences in local ecosystems to understand biodiversity, among others. Based on the findings, the study concluded that Biology Education is not just an academic subject but a vital tool for fostering a generation capable of tackling the pressing environmental challenges faced by Cross River State and beyond. The study recommended among others that there is need to revise the Biology Education curriculum to include more comprehensive contents on environmental issues and sustainability practices relevant to Cross River State.

IMPLEMENTING THE FLIPPED CLASSROOM IN STEM

2026-02-27T10:05:42-08:00

The Flipped Classroom model is increasingly recognized as an innovative instructional strategy that enhances student engagement, conceptual understanding, and learner-centered pedagogy. This study investigated science teachers’ perceptions and challenges in implementing the Flipped Classroom model in Nigerian colleges of education, with a focus on the Federal College of Education (Technical), Umunze. A descriptive survey design was employed, and data were collected from [insert number] science teachers using a structured questionnaire. Responses were analyzed using mean scores and standard deviation to determine the level of agreement. Findings revealed that teachers held a highly positive perception of the Flipped Classroom method (M = 4.14, SD = 0.68), indicating strong approval of its pedagogical benefits, including enhanced student engagement, autonomy, and active learning. Concurrently, teachers also reported significant implementation challenges (M = 3.27, SD = 0.64), including workload demands, limited technological infrastructure, and student readiness issues. The study concludes that while the Flipped Classroom is positively perceived and has considerable potential to transform science teaching, successful implementation requires addressing contextual barriers through professional development, infrastructure support, and institutional policies. These findings have implications for teacher education programs seeking to adopt innovative pedagogical models in resource-constrained environments.

PERCEIVED INFLUENCE OF THE USE OF MOTHER TONGUE IN THE LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE

2026-02-27T10:13:40-08:00

The study investigated the perceived influence of the use of mother tongue in the learning of Mathematics in secondary schools in Awka Education Zone of Anambra State. The study was guided by three research questions and adopted a descriptive survey research design. The population comprised of the 6,801 Secondary School Year Two (SS2) students in Awka Education Zone, enrolled in the 2024/2025 academic session. Simple random sampling technique was used to draw a sample of 320 students used for the study. The instrument used for data collection was a self-developed instrument by the researchers titled “Perceived Influence of the use of Mother Tongue in the Learning of Mathematics Questionnaire (PIMTLMQ)”. The instrument was validated by 3 experts and yielded a reliability coefficient of 0.72 using Cronbach Alpha. In analyzing the items in the research questions, Mean was used while grand mean was used to compare against the number line used in answering the research questions. The results obtained showed that mother tongue holds significant potential for enhancing learning of Mathematics. It was recommended among others that teachers should incorporate mother tongue strategically in the Mathematics classroom to enhance comprehension and participation in Mathematics by the students.

RECONCEPTUALIZING TEACHER EDUCATION THROUGH THE LENS OF ESSENTIAL DIGITAL SKILLS AND PROFESSIONAL COMPETENCIES

2026-02-27T10:18:34-08:00

In the context of rapid digital transformation and evolving educational demands, this paper argues for a reconceptualization of teacher education in Nigeria that places digital skills and professional digital competencies at its core. Drawing on empirical studies of Nigerian teachers’ digital readiness, policy analyses, and international competence frameworks (such as Constructivist Learning Theory and TPACK), the paper identifies current gaps in pre-service and in-service teacher preparation. Researchers propose an integrated model for embedding digital competence into teacher education programs, undergirded by capacity building, assessment, and policy alignment. The paper concludes with actionable recommendations for Nigerian teacher training institutions, policymakers, and professional bodies, and suggests future research directions to evaluate implementation efficacy.