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All Journal COMPETITIVE: Journal of Education International Journal of Research in STEM Education Journal of Innovative Science Education
Bada, Abiodun
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Religion Chemistry Education Environmental Science Mathematics Physics Social Sciences

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Rating of Physics Laboratory Resources Management in Tertiary Institutions: Implications for Teaching and Learning STEM Subjects Bada, Abiodun; Jita, Loyiso
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

Physics, a major branch of science requires adequate implementation of its theoretical and practical components. The critical role played by the use of laboratory in realising this goal cannot be overemphasized hence, the need for proper management of laboratory resources. This study investigated the rating of physics laboratory resources management in tertiary institution and its implications for STEM subjects using student’s voice. The investigation adopted a descriptive-survey research design which comprised 596 students taking physics-related courses in six tertiary institutions in Ondo State. A questionnaire with 19 item statements was designed titled ‘Questionnaire on Physics Laboratory Resources Management’ (QPLRM) and used to collect data for this study. The data collected were analysed using mean scores and ranking. Inadequate funding to carry out managerial plans and lackadaisical attitude on the part of lecturers were rated highest to have hindered the proper management of physics laboratory resources for improving STEM subjects. The study concludes that adequate funding and improved positive attitude on the part of lecturers and support staff are important to guarantee proper teaching of STEM subjects. The study recommends that government through its agencies should provide more funds for the adequate implementation of STEM subjects.
The Potential Impact of Entrepreneurial Skills on University Pre-Service Chemistry Education Teachers’ Achievement Ojobola, Folasade; Esan, Oyemomi; Bada, Abiodun; Babalola, Femi
COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i3.177

Abstract

We examined the effect of entrepreneurial skills on the academic achievements of university pre-service chemistry teachers in the field of chemical production. Quasi-experimental research design, which involved 80 pre-service chemistry teachers, was adopted for the study. Four research questions and three null hypothesis were answered and tested for acceptance or otherwise respectively. Entrepreneurship Chemistry Achievement Test (ECAT) was employed as the primary assessment tool. The test items were formulated based on the concepts within chemical production, a sub-topic under polymer chemistry. The three research questions were answered using mean and standard deviation while the hypothesis were tested using t-test. Findings revealed that pre-service teachers who participated in hands-on exercises related to chemical production exhibited superior achievement compared to those who did not engage in practical activities. Based on this finding, it was recommended that equipping chemistry education pre-service teachers with technical skills, wider and deeper knowledge of chemical analysis tools in addition to professional skills should be integrated not only into the school curriculum, and for improved academic achievement, but for wealth creation, poverty reduction and youths’ self–employment.
Culturally Responsive Teaching (CRT) and Awareness of Own Culture: A Predictive Model for Enhancing STEM Education Akinbobola, Akinyemi; Bada, Abiodun; Adewumi, Abayomi
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.32820

Abstract

We investigated the predictive role of culturally responsive teaching (CRT) and awareness of own culture (AOC) in improving STEM education. The researchers leveraged on the importance of CRT by exploring its direct and mediated effects on knowledge of student’s culture (KSC), and patterns of cultural interaction (PCI), among STEM teachers in Southwest, Nigeria. Employing a survey research approach, 343 secondary school STEM teachers were involved. Eight hypotheses were tested for acceptance or otherwise with Smart PLS-4. Findings from the study revealed that the nuances of awareness of own culture have both direct and mediated significance on knowledge of student culture and patterns of cultural integration. The findings also reveal a direct, positive and significant impact of CRT on knowledge on students’ culture and patterns of cultural integration. The study concludes that these nuances of awareness of culture can have a significant impact on the development of STEM education.
Co-Authors Adewumi, Abayomi Akinbobola, Akinyemi Babalola, Femi Esan, Oyemomi Jita, Loyiso Ojobola, Folasade