Science Education

This study investigated university students’ attitude towards chemistry and its effect on their academic achievement among 50 undergraduate chemistry students at the University of Benin. The aim was to determine how perceived relevance, enjoyment, and difficulty influence performance in chemistry courses. Using a descriptive survey design, data were collected with a structured questionnaire and analyzed with SPSS using descriptive statistics, correlation, and regression. The mean scores showed moderate to positive attitudes: perceived relevance (M = 3.01, SD = 0.64), enjoyment (M = 2.95, SD = 0.62), and perceived difficulty (M = 2.83, SD = 0.59). The mean academic achievement score was 68.7 ± 9.4, indicating moderate–high performance. Correlation analysis revealed significant positive relationships between relevance (r = 0.42, p < 0.01) and enjoyment (r = 0.49, p < 0.01) with academic achievement, while perceived difficulty correlated negatively (r = –0.34, p < 0.01). Regression analysis showed that the attitude components jointly explained 43% of the variance in performance (R = 0.66, R² = 0.43, Adjusted R² = 0.41, F = 20.26, p < 0.001). Enjoyment (β = 0.37, p = 0.000) and relevance (β = 0.28, p = 0.000) were the strongest positive predictors, while difficulty had a significant negative effect (β = –0.25, p = 0.000). Gender differences were observed, with females (M = 69.8 ± 9.1) outperforming males (M = 67.2 ± 9.7, p = 0.037). No significant difference occurred across study levels (F = 0.71, p = 0.546). The study concludes that positive attitudes—especially enjoyment and perceived relevance—enhance academic success, while perceived difficulty lowers performance. It recommends interactive teaching, real life applications, and improved laboratory access to strengthen students’ engagement and achievement in chemistry.

This study was intended to examine the factors hindering the effective teaching of biology in the secondary schools in Edo state. This study was guided by the following objectives; to highlight and discuss the relevance of well-equipped laboratory to the teaching of biology in the secondary schools, to identify the impact of regular test/assessments both practical tests and problems-type tests on students’ proficiency in biology and to ascertain the effect of the use of professional biology teachers (resources teachers) on the teaching of biology in secondary schools. The study employed the descriptive and explanatory design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the chi square statistical tool at 5% level of significance which was presented in frequency tables and percentage. The respondents under the study were 100 staff/teachers in Ovia North-East local Government Area in Edo state, Nigeria. The study findings revealed that there is are problems of teaching biology in senior secondary school in Ovia North-East local Government Area in Edo state; based on the findings from the study, government should equip laboratories while principal should provide biology teachers with fund for consumables.