STEM JOURNAL OF ANAMBRA STAN

BRIDGING THE RESEARCH-PRACTICE GAP IN STEM EDUCATION

O. M. Chima — 2026-04-29

The gap between scientific research in STEM (Science, Technology, Engineering, and Mathematics) and classroom practice remains one of the most persistent barriers to educational advancement and national development. Although research institutions continuously generate evidence-based pedagogies, their translation to everyday teaching is often slow or inconsistent. This paper examines the systemic and practical barriers that widen the research-practice divide and presents a collaborative, multi-tiered framework built on co-creation, embedded professional learning, and systemic support. The goal is to reposition teachers, researchers, and policymakers as interconnected partners in sustained classroom innovation. The framework provides a structural pathway for more efficient knowledge translation, improved student outcomes, and stronger national capacity for STEM-driven development.

IDENTIFICATION OF FACTORS THAT INFLUENCE THE EFFECTIVE INTEGRATION OF PRACTICAL ACTIVITIES IN TEACHING SECONDARY SCHOOL CHEMISTRY IN IDEMILI-SOUTH LGA, ANAMBRA STATE

Maureen Chunyere Ezeanya — 2026-04-29

The study was on the identification of factors that influence the effective integration of practical activities in teaching secondary school chemistry in Idemili South L.G.A. Anambra State. The study adopted a descriptive survey research design and was guided by two research questions. 27 chemistry teachers in the 13 public secondary schools in Idemili South LGA formed the population for the study and the entire population was used for the study. A questionnaire constructed by the researchers which consists of 21 items, drawn on a four-point scale was used to collect data for the study. Validation of the research instruments was carried out by three experts from the Department of Science Education, Department of Education Foundation and an experienced secondary school chemistry teacher. The reliability of the instrument was established using Cronbach Alpha which yielded a co-efficient value of 0.83. Data were collected through self-administered questionnaires by the researchers. Mean and standard deviation were used to answer the research questions. The findings revealed among others that integration of practical activities in teaching chemistry in secondary school in Idemili-South LGA of Anambra State was not encouraging. There is limited time for Chemistry teaching and learning. Many schools do not have conducive and well equipped chemistry laboratories. Workshops on the training of the trainers are not adequate. The study recommended among others that well equipped laboratories should be made available for effective integration of practical work during teaching and learning of chemistry. Also quality time should be allotted in teaching practical-oriented subjects in secondary schools and training of the trainers workshops should be held tenaciously.

INTEGRATING DIGITAL TOOLS AND ARTIFICIAL INTELLIGENCE IN SCIENCE CLASSROOMS IN NIGERIA

Kingsley Uzoh — 2026-04-29

Science classrooms in Nigeria will witness changes in the use of artificial intelligence AI, and digital tools. With the advent of the fourth industrial revolution and changes in the production and distribution of goods and services, educators must, of necessity, adopt classroom techniques that encourage student participation, innovative learning approaches, and active student participation in all classroom activities. In this paper, efforts are made to show how AI can be employed in teaching techniques such as simulation, virtual laboratories, and the use of AI to ensure learning management in Nigerian schools. This paper will also examine teachers’ competences, classroom infrastructural limitations, and the need of AI in Nigerian secondary and tertiary institutions. This paper shows that while digital and AI tools and techniques have pedagogical and transformative possibilities in Nigerian schools, effective use of AI requires teacher training in the use of AI in our schools. This paper calls to mind the difficulties in the effective use of AI in modern Nigerian school. These drawbacks include unstable power supply, high cost of digital facilities, and shortages of digital personnel. This work will show that while digitalization and AI can bring benefits in Nigerian educational system, there are necessary infrastructure that must be put in place to enable the country reap the full benefits of the marriage of AI and the use of digital tools.

EFFECTS OF MOTIVATION TYPE AND TEST ANXIETY ON STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY

Nkiru N.C. Samuel — 2026-04-29

This study investigated the effects of motivation type (intrinsic vs. extrinsic) and test anxiety on the academic performance of senior secondary school students in chemistry. A descriptive survey research design was employed, with a stratified random sample of 386 chemistry students drawn from public secondary schools in Anambra State, Nigeria. Data were collected using three validated instruments: the Academic Motivation Scale–Chemistry Version (AMS-CV), the Westside Test Anxiety Scale (WTAS), and the Chemistry Achievement Test (CAT). Reliability coefficients of 0.84, 0.81, and 0.87 were obtained, respectively, using Cronbach's alpha. Multiple regression and one-way ANOVA were used for data analysis. Results revealed that intrinsic motivation was a significant positive predictor of chemistry academic performance (β = 0.47, p < .001), while high test anxiety was a significant negative predictor (β = −0.39, p < .001). Extrinsic motivation demonstrated a moderate positive relationship with performance but was not statistically significant (β = 0.12, p = .063). A significant interaction effect between motivation type and test anxiety level was also observed. Students with high intrinsic motivation and low test anxiety recorded the highest mean chemistry scores (M = 74.3, SD = 8.6). These findings underscore the importance of fostering intrinsic motivation and implementing anxiety-reduction interventions in chemistry classrooms. Implications for curriculum design, teacher training, and school counseling are discussed.

PROMOTING CREATIVITY AND CRITICAL THINKING; A WAY FORWARD FOR SECONDARY SCHOOL STUDENTS’ SKILLS DEVELOPMENT

Nestor E. Okoye — 2026-04-29

The paper discussed the promotion of creativity and critical thinking in secondary school students for achieving skills development. Skills are developed through critical thinking and creativity. Critical thinking is a kind of thinking in which a person asks questions, analyses, interprets, and evaluates what he or she hears, says, reads or writes. Creativity has been described as a skill used to produce something which no specific rules can be applied. Creativity is related to innovation which is a process of both generating and applying creative ideas in some specific context. According to this paper some of the scientific skills include observing, inferring classifying, measuring, communicating and problems solving, to mention but a few. Some strategies/ approaches for promoting creativity and critical thinking for skills development such as using student –centered approaches in teaching and learning, designing and presenting students with activities that have multiple solutions, connecting students to real-world problems among others were discussed. Furthermore, special roles which a science teacher must play to ensure effective development of critical and creative thinking for skill development were x-rayed. Way forward for ensuring skill development is enhanced in secondary school students science curricular were also stated.

RELATIONSHIP BETWEEN MENTORSHIP AND PROFESSIONAL DEVELOPMENT AMONG SECONDARY SCHOOL SCIENCE TEACHERS IN UYO LOCAL GOVERNMENT AREA, AKWA IBOM STATE

Mabel Ini-Ibehe Eden — 2026-04-29

The study investigated the relationship between mentorship and professional development among secondary school science teachers in Uyo LGA of Akwa Ibom State. The design adopted for this study was descriptive correlational survey design. The population of the study comprised all the teachers of core science subjects (Biology, Chemistry and Physics) in public secondary schools in Uyo Local Government Area of Akwa Ibom State. Simple random sampling technique was used to sample 8 schools out of the 15 schools in the study area. Ninety six (96) science teachers were sampled using a stratified sampling technique based on subject specialization. A questionnaire titled “Relationship between Mentorship and Professional Development among Secondary School Science Teachers Questionnaire (RMPDSSSTQ)” was used for data collection. The reliability of the instrument was found to be .72 using Cronbach Alpha statistics. Descriptive statistics of mean and standard deviation were used to answer the research questions while Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at 0.05 level of significances. Findings of the study showed that mentorship practices exist but at a low level and the level of professional development is low with teachers participating in workshops, seminars or subject based training only sporadically. There was a positive and statistically significant relationship between mentorship and professional development among secondary school science teachers. It was recommended among others that schools should establish formal mentorship programmes where experienced teachers are paired with less experienced colleagues for ongoing professional support. Educational authorities should integrate mentorship into teacher development policy.

TEACHERS’ READINESS AND COMPETENCE IN INTEGRATING AI-BASED EDUCATIONAL TOOLS IN COMPUTER STUDIES CLASSROOMS IN NNEWI EDUCATION ZONE, ANAMBRA STATE, NIGERIA

Uchenna Favour Muogbo — 2026-04-29

The study examined teachers’ readiness and competence in integrating Artificial Intelligence (AI)-based educational tools in Computer Studies classrooms within the Nnewi Education Zone of Anambra State, Nigeria. Using A descriptive survey design, data were collected from 24 Senior Secondary II Computer Studies teachers across 48 public secondary schools in Nnewi Education zones. No sampling was done as the population was manageable. A self-structured 30-item questionnaire titled Teachers’ AI Integration Readiness and Competence Scale (TAIRCS) was used for data collection, with a reliability coefficient of 0.85 (Cronbach's Alpha). Data were analyzed using mean and standard deviation to address the research questions. Results indicated a moderate level of readiness among Computer studies teachers toward integrating AI-based tools, with higher readiness in awareness and attitude but low competence in AI tool utilization. The study concluded that although teachers demonstrated willingness to integrate AI technologies, inadequate training and insufficient access to AI-based resources limited effective implementation. It was recommended that regular capacity-building workshops, improved digital infrastructure, and the inclusion of AI literacy in teacher education curricula be prioritized to promote effective integration of AI tools in SII Computer Studies classrooms.