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All Journal SEAQIS Journal of Science Education Journal of Research in Environmental and Science Education
Adeduyigbe, Adeniyi Michael
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Chemistry Education Environmental Science Physics Social Sciences Other

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Examining the Relationship Between Age and Misconceptions in Electricity among Secondary School Students and the Moderating Role of Gender Adeduyigbe, Adeniyi Michael
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.22

Abstract

Understanding electricity concepts, such as circuits, current, and voltage, presents significant difficulties for secondary school students due to their abstract nature and associated misconceptions. This study examines the relationship between age and misconceptions in understanding these concepts, as well as the moderating role of gender. A cross-sectional, quantitative research design was adopted, utilizing the Electricity Diagnostic Test (EDT) to evaluate 298 secondary school students. The findings reveal no significant relationship between age and misconceptions, indicating that conceptual misunderstandings persist across different age groups. Additionally, gender does not significantly moderate this relationship, suggesting that both male and female students face similar difficulties in learning electricity concepts. These results challenge traditional cognitive development theories, such as Piaget’s, which propose that older students should have a better grasp of abstract concepts. Instead, the findings align with research indicating that misconceptions in physics persist due to instructional methods rather than age-related cognitive development. The study highlights the importance of adopting evidence-based teaching strategies, such as interactive learning and conceptual change approaches, to address misconceptions. This research contributes to physics education by emphasizing the need for gender-inclusive pedagogies and targeted interventions that focus on addressing misconceptions rather than assuming natural conceptual progression. The findings have practical implications for educators and policymakers, advocating for curriculum adjustments that integrate diagnostic assessments and active learning methodologies to enhance conceptual understanding in electricity. Future research should explore additional socio-cultural factors influencing physics learning and assess the long-term impact of instructional interventions on conceptual retention.
Relevance of Science Education for Self-reliance and National Economic Development Tijani, Bamidele Emmanuel; Adeduyigbe, Adeniyi Michael
SEAQIS Journal of Science Education Vol. 5 No. 01 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i01.165

Abstract

This study investigates the role of science education as a catalyst for economic development and self‐reliance by drawing on case studies from developed countries and synthesising key themes from a systematic literature review. Using qualitative content analysis of 15 selected studies, the review reveals that integrating rigorous theoretical instruction with practical, hands-on training, as exemplified by Germany’s dual education system, South Korea’s integrated science and technology approach, the innovation-driven environment in the United States, and Israel’s agri-tech successes, can enhance workforce readiness, drive technological innovation, and stimulate entrepreneurial activity. These international examples provide valuable insights for Nigeria, suggesting that similar strategies could improve local economic competitiveness and reduce dependency on foreign expertise. However, the study also identifies significant challenges, including inadequate funding, outdated curricula, and insufficient infrastructural support, which hinder the full realisation of science education’s potential. The findings underscore the need for targeted educational reforms and strategic investments to translate these benefits into sustainable economic growth and development.
Co-Authors Tijani, Bamidele Emmanuel