STEM JOURNAL OF ANAMBRA STAN

GRIT AND EMOTIONAL REGULATION AS PREDICTORS OF SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN CHEMISTRY IN SOUTHEAST NIGERIA

Nkiru N. C. Samuel — 2025-11-07

This study investigated the relationship between grit, emotional regulation, and academic achievement in chemistry among secondary school students in Southeast Nigeria. A sample of 450 senior secondary school students (ages 15-18) was selected using stratified random sampling from 15 schools across the five states of Southeast Nigeria. Data were collected using the Short Grit Scale (Grit-S), the Difficulties in Emotion Regulation Scale (DERS), and students' chemistry achievement test scores. Multiple regression analysis revealed that both grit (β = 0.42, p < 0.001) and emotional regulation (β = -0.38, p < 0.001) were significant predictors of chemistry achievement, jointly accounting for 43% of the variance. Gender differences were observed, with female students demonstrating higher levels of emotional regulation but no significant differences in grit levels. Socioeconomic status moderated the relationship between grit and academic performance. The findings underscore the importance of fostering non-cognitive skills alongside cognitive abilities in chemistry education, with implications for educational policy and pedagogical practice in Nigerian secondary schools.

PERCEIVED INFLUENCE OF ACADEMIC MENTORING ON INTEREST AND ATTITUDE OF SECONDARY SCHOOL CHEMISTRY STUDENTS IN ANAMBRA STATE, NIGERIA

Evelyn Obianuju Egolum — 2025-11-07

Mentoring plays a very important role in the academic development of students and is essential in decreasing seclusion, fear, psychological ambiguities and uncertainties in students. The researchers investigated Perceived influence of academic mentoring on interest and attitude of secondary school Chemistry students in secondary schools in Anambra state, Nigeria. The study was guided by four research questions and two hypotheses. A descriptive survey design was adopted for the study. The sample consisted of 284 SS11 Chemistry students who were randomly selected from 11 government owned secondary schools used for the study. These schools were selected by purposive sampling from the boarding secondary schools in Anambra state. The instrument used for data collection was a validated structured questionnaire titled “Influence of Academic Mentoring in Enhancing the Interest and Attitude of Chemistry Students” (AMIACS). The questionnaire had a reliability coefficient of 0.79 using Cronbach Alpha technique. The data collected were analyzed using mean and standard deviation to answer the research questions while the hypotheses were tested at 0.05 level of significance using Z test statistics. The result of the analysis shows that academic mentoring enhances students’ interest in Chemistry and helps them become more motivated to learn and there was no significant difference on the means of male and female students on the influence of academic mentoring on their interest in chemistry. The result also shows that academic mentoring positively influences Chemistry students’ attitude and there was no significant different on the mean responses of male and female students on the influence of academic mentoring on their attitude in Chemistry so both gender exhibits similar improvements in interest and attitude when provided with supportive mentoring. The researchers recommended among others that Mentors should be given proper training on effective mentoring strategies and communication skills. Also mentoring programmes should emphasize the real-life applications of Chemistry to sustain students’ interest and help them develop positive attitude towards chemistry. Conclusion was also made.

EFFECT OF NUMBER MULTIPLES GAME ON MIDDLE BASIC SCHOOL PUPILS’ ACHIEVEMENT AND RETENTION IN MATHEMATICS IN ENUGU SOUTH LOCAL GOVERNMENT AREA

Samuel Onyinyechi Nneji — 2025-11-07

This study sought to determine the effect of Number Multiples Game on Middle Basic School Pupils’ achievement and retention in mathematics. Two research questions and two hypotheses guided the study. Pretest-posttest non randomized control group design was adopted for the study. The study was conducted in Enugu South Local Government Area of Enugu State. Population for the study was 12,901 Middle Basic II pupils in Enugu South Local Government Area from which a sample of 414 Middle Basic II pupils was drawn from 12 intact classes across 6 purposively sampled schools. Technique adopted for sampling was multistage sampling technique. Instrument used for data collection was Algebra Achievement Test (ALAT). The instrument was constructed by the researcher and validated by three research experts. ALAT was subjected to internal consistency test and it yielded a reliability coefficient of .65 obtained by Kudar-Richardson 20 formula. Since ALAT was used for retention test, there was need for stability test. Hence, ALAT yielded a stability coefficient of .81 obtained through test –retest approach. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Covariance (ANCOVA). Major findings of the study showed that the experimental group achieved higher and retained more algebra than their counterparts in the control group. It was recommended, among other things, that Number Multiples Game Strategy be used in teaching middle basic school mathematics.

ASSESSMENT OF PRE-SERVICE SCIENCE TEACHERS’ WILLINGNESS TO IMPLEMENT INCLUSIVE STEM EDUCATION IN ANAMBRA STATE

Emmanuel Chibuike Nwune — 2025-11-07

The study investigated the willingness of pre-service science teachers (PSTs) to implement inclusive STEM education in regular classrooms in Anambra State. Four research questions and two hypotheses, tested at 0.05 level of significance, guided the study. A cross-sectional survey design was adopted on a sample of 304 students. Data were collected using a structured questionnaire adapted from Nwosu et al. (2020), which demonstrated high reliability with an overall Cronbach alpha coefficient of 0.881. The instrument was validated by three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka. Data analysis involved descriptive statistics (mean and standard deviation) and inferential statistics (one-way ANOVA). The findings revealed that PSTs demonstrated a greater willingness to teach academically weak and at-risk students than those with behavioural challenges. Furthermore, PSTs were willing to provide emotional and adaptive support to special needs students, such as adapting curricula and modifying assessments. A significant gender difference was observed, with female PSTs showing a greater willingness than their male counterparts both to teach special needs students and to provide emotional and adaptive support. It was recommended among other things that STEM teacher education curricula should incorporate specialized modules on inclusive classroom management and provide structured practicum experiences.

EXPLORATION OF TEACHERS’ UTILIZATION OF BASIC EDUCATIONAL SOFTWARE FOR THE TEACHING OF SCIENCES IN DELTA STATE

Geoffrey Ukala — 2025-11-07

The study examined teachers’ utilization of basic educational software for the teaching of sciences in Delta state. A descriptive research design was adopted, while four research questions and a null hypothesis guided the study. Population comprised all science teachers in the 43 public secondary school in Ika Federal constituency while a total of 245 science teachers were sampled for the study. Questionnaire on Teacher Utilization of Basic Educational Software (QTQUBES) was used for data collection. The instrument was validated by three professionals, and was then trial tested and the reliability coefficient of 0.73 was obtained using Cronbach alpha. Research questions were answered utilizing descriptive statistics while t-test was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that science teachers in Delta state rarely utilize basic educational software for teaching. Similarly, no significant difference was found between male and female science teachers on their level of utilization of basic Edu-software for teaching in secondary schools, implying that both male and female teachers rarely utilize basic Edu-software. The prominent challenges identified were teachers lack of access to computers or devices in schools, poor power supply, no internet connectivity in schools and lack of adequate training on how to use educational software among science teachers. Solutions were identified and recommendation made for the government to invest more in infrastructure like; power supply, internet connectivity, and training of personnels to improve the teaching and learning of science subjects in school.

EFFECT OF CONCEPT MAPPING TEACHING STRATEGY SCHOOL LOCATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN IKOM EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA

Margaret Ehi Ogar — 2025-11-07

The study investigated the effect of Concept mapping teaching strategy and school location on students’ academic achievement in Biology in Ikom Education Zone of Cross River State, Nigeria. A pretest-posttest intact class design with control group was employed in the study. One research question and one corresponding null hypothesis directed the study. The study population comprised 3,042 SS2 Biology during the 2023/2024 academic year. Stratified, simple and purposive sampling procedures were adopted to select 202 respondents and used for data collection using a 50 multiple choice items Biology Achievement Test (BAT) with a reliability index of 0.85 reached through Kuder Richardson formula 20. Data collected were tested at 0.05 level of significant using mean, standard deviation and 2-WAY ANCOVA. Results of the findings showed that there is no significant effect of teaching methods on students’ academic achievement in Biology. Also, the study further showed significant influence of school location on students’ academic achievement in Biology. However, it was recorded among other things an interaction effect of teaching methods and school location on students’ academic achievement in Biology. Based on the results, conclusion was drawn and recommendations made which is; Ministry of Education should through Seminars, Workshops, and Conferences equip serving Biology teachers with requisite knowledge and competences on the utilization of concept maps in teaching and learning of Biology in spite of their locations.

SOCIAL MEDIA INFLUENCE ON CONCENTRATION AND READING SKILLS OF SECONDARY SCHOOL STUDENTS IN ENUGU STATE

Samuel Onyinyechi Nneji — 2025-11-07

The contemporary Information Technology (IT) age utilizes computer-mediated tools called social media a lot. As social media help people to create, share, or exchange information, career interests, ideas, and pictures/videos in virtual communities and networks, there are associated challenges especially with secondary school students. Thus, the purpose of this study was to ascertain the influence of social media among secondary school students’ concentration and reading skills in Enugu state. Descriptive survey research design was adopted for the study. Two research questions and two hypotheses guided the study. Area of the study was Enugu state of Nigeria. The population for the study comprised all the 56,342 (36,042 female and 20,300 male) students in the secondary schools in Enugu state. The sample for the study comprises 856 students consisting of 526 females and 330 males. Proportionate, stratified random sampling was used to draw 20% of the total number of secondary schools. Instrument for data collection was an Inventory on Social Media Influence on Concentration and Reading skills of Secondary School Students in Enugu State (ISMICRSSE). It was a 14-item questionnaire. The questionnaire was validated by three research experts. The overall reliability coefficient value for the instrument was .78 obtained through Cronbach’s Alpha Method. Mean and standard deviation were used to answer the research questions while z-test statistic was used to test the hypotheses at 0.05 significant level. Based on the findings of the study, it was recommended that curriculum planers should include benefits of proper use of social media and the ills of their wrong use in all teacher-training programmes in Nigeria.