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Journal of Research in Environmental and Science Education
Published by Scientia Publica Media
ISSN : 30628431     EISSN : 30628660     DOI : https://doi.org/10.70232/jrese.v2i1
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
The Journal of Research in Environmental and Science Education (JRESE) is an international peer-reviewed journal published by Scientia Publica Media. The journal is published twice a year, in January and July. The journal publishes original scientific research articles in the fields of environmental education and science education. It also publishes original research using a variety of qualitative, quantitative, and mixed methods approaches. JRESE covers all levels of education, from early childhood to higher and vocational education, formal, informal, and non-formal education. It provides an academic platform for professionals and researchers to contribute innovative work in the field. Empirical and theoretical studies and primarily literature reviews (i.e., systematic, meta-analysis) are welcomed. The audience includes scholars, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Technological Pedagogical Content Knowledge and Conventional Lecture Method: Comparative Effects on Biology Learning Outcomes Iskeel Sina Raheem; Jelili Kehinde Tijani
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): 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.v3i2.59

Abstract

The persistent underachievement of students in biology in Nigeria has remained a source of concern, as conventional lecture methods are often unable to foster meaningful learning or sustain students’ interest in the subject. To address this gap, this study explored the effects of the Technological Pedagogical Content Knowledge (TPACK) instructional strategy and the Conventional Lecture Method (CLM) on students’ achievement and perception of biology, with gender included as a moderating factor. The study employed a quasi-experimental, pretest–posttest non-equivalent control group design. A sample of 337 Senior Secondary School II science and commercial students was drawn from six intact classes across public schools in Lagos State using a multistage sampling procedure. Two instruments, the Biology Achievement Test (BAT) and Students’ Perception of Biology Questionnaire (SPBQ), were administered, and the data were analysed using Analysis of Covariance (ANCOVA) at the 0.05 significance level. The results indicated that TPACK had a significant main effect on achievement, F(1, 332) = 28.67, p < .001, partial η² = .080, while gender also had a significant effect, F(1, 332) = 6.49, p = .011, partial η² = .019. A significant interaction between gender and instructional strategy was found on achievement, F(1, 332) = 8.59, p = .004, partial η² = .025. In terms of perception, strategy had a significant effect, F(1, 332) = 4.13, p = .043, partial η² = .012, and gender was also significant, F(1, 332) = 9.01, p = .003, partial η² = .026, but their interaction was not. The study concludes that TPACK enhances students’ achievement and perception in biology, though achievement gains varied by gender.
Effect of Maritime Sector Reforms and Strategic Manpower Reorganization on Maritime Business Performance in Nigeria University Ovuokeroye Edih; Mina Enaikpobomene Irejeh
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): 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.v3i2.62

Abstract

Reforms are deliberate initiatives designed by the government or top management of an organization to effect some strategic improvements in the state or that particular institution. From a sectoral perspective, maritime reforms are geared towards facilitating the operational standards and developing the maritime sector to meet global benchmarks in efficient operations and management. Reforms are strategic policy thrusts consciously mobilized to grow the capabilities and core competencies of an economy. However, critical action plans have not been developed to attract investments in the maritime sector, and it has been discovered that the Nigerian maritime sector is grappling with several challenges that can only be addressed by strategic reforms. The objectives of the study are to boost government revenue, attract foreign direct investments (FDIs), sustain bilateral trade relations, and generate employment opportunities for the Nigerian population. The study considered measures that would assist the government and port administrators in overhauling the maritime sector, enhancing service delivery, attracting investments, and ensuring a secure environment for enterprising maritime businesses. It employed multiple regression analysis to analyze the primary data generated by administering a set of questionnaires. Multiple regression analyses were significant for the study because they accommodate more than one variable and do not alter the effects or results of individual variables. Findings revealed that maritime sector reforms and manpower reorganization have a positive and significant relationship with maritime performance. It was also affirmed that several challenges are impeding the performance of the industry in Nigeria, such as overbearing political interference, poor conditions of ports, a dearth of infrastructure, port congestion, and so on. The study recommends aggressive, strategic maritime reforms and a concrete manpower reorganization plan because the business world is fast-growing without considering nations that refuse to catch up with the dynamics associated with the growth process. Moreover, the growth process is accelerated by improved human knowledge and technological advancements.
Laboratory Engagement and Conceptual Mastery in Chemistry John Lloyd P. Alarcon; James L. Paglinawan
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): 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.v3i2.64

Abstract

Optimizing science pedagogy within the K–12 STEM curriculum requires identifying the practical drivers of academic achievement, which remains a vital educational priority. This study examines the relationship between laboratory engagement and conceptual mastery in chemistry among Science, Technology, Engineering, and Mathematics students. Using a descriptive-correlational design, the research surveyed 347 students from selected private institutions in Valencia City, Bukidnon, during the 2024–2025 and 2025–2026 school years. Data were collected through two researcher-made, expert-validated, 30-item questionnaires—the Chemistry Laboratory Engagement Questionnaire and the Conceptual Mastery Questionnaire—both of which demonstrated high internal consistency. These data were subsequently analyzed using descriptive statistics and Pearson correlation analysis. Descriptive results indicate that students maintain a moderate level of laboratory engagement overall (3.91). Within this domain, collaborative learning received the highest rating (4.18), followed by technology integration (3.82) and hands-on experimentation (3.73). Similarly, students’ conceptual mastery in chemistry was rated as very satisfactory overall (3.81); while problem-solving skills yielded the highest performance (4.07), the lower scores for conceptual change (3.68) and knowledge application (3.67) highlight specific opportunities for targeted instructional improvement. Pearson correlation analysis demonstrated a significant positive linear relationship between laboratory engagement and conceptual mastery (r = .445, p < 0.05), leading to the rejection of the null hypothesis. The study concludes that active and effective laboratory participation is crucial for promoting deeper conceptual understanding and academic performance in chemistry. It recommends that educational institutions prioritize robust laboratory programs emphasizing hands-on learning and structured collaborative practices.
Impact of AI-Enhanced Training on Green Chemistry Understanding of Secondary School Chemistry Teachers Ayotomiwa Abel Akinde; Toyin Eunice Owoyemi
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): 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.v3i2.65

Abstract

Green chemistry education is increasingly recognised as essential for aligning chemistry instruction with Education for Sustainable Development goals, yet secondary chemistry teachers often lack adequate conceptual understanding and pedagogical strategies to integrate green chemistry principles into classroom practice. While artificial intelligence offers promising avenues for personalised teacher professional development, AI-enhanced training specifically targeting green chemistry competencies remains underexplored in Sub-Saharan African contexts. This study examined the impact of an AI-enhanced training programme on secondary school chemistry teachers’ understanding of green chemistry principles and evaluated the effectiveness of a structured, need-based professional development intervention. A two-phase design was employed: Phase 1 used the ADDIE model to develop a training module delivered via an AI-powered Mini Course Generator platform, while Phase 2 implemented a single-group pre-test–post-test design with 43 chemistry teachers from Education District IV, Lagos State, Nigeria. Participants completed the Green Chemistry Understanding Test before and after a four-week self-paced intervention comprising three modules covering introduction to green chemistry, the twelve principles, and classroom integration strategies. The AI platform personalised learning pathways, generated contextualised materials, and provided automated feedback. Results showed statistically significant improvement from pre-test (M = 9.58, SD = 2.95) to post-test (M = 14.51, SD = 3.21), t(42) = -21.47, p <.001, representing a 51% gain in understanding with a very large effect size (Cohen’s d = 1.62). The findings demonstrate that structured, AI-enhanced professional development can effectively address teachers’ green chemistry knowledge gaps. Recommendations include scaling up AI-supported training across education districts, integrating green chemistry and AI literacy into pre-service and in-service teacher education curricula, and strengthening national curriculum frameworks to support sustainability-oriented chemistry instruction.
Policy-Based Green Accounting in Basic Education Institutions in Low-Income Countries: Contributions and Missing Dimensions Reuben Bihu
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): 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.v3i2.71

Abstract

In this paper, I argue that green accounting in basic education institutions in low-income countries receives an inevitable priority in policy innovation demands currently. The paper analyses the contributions and salient gaps in the implementation of selected environmental conventions, protocols, and policy frameworks, and local priorities for green accounting in basic education institutions. The analysis is grounded in economic theory and affirms the Sustainable Development Goals (SDGs). An online ethnographic review was used to collect and systematically analyse 26 documents, including 7 environmental conventions, 3 related protocols, 1 local policy, and 15 related research publications gathered using the PRISMA approach. The analysis reveals that green accounting faces a parochial place in the implementation of environment-affecting programmes in basic education institutions of low-income countries. This situation results from inadequate local institutional capacity in terms of finances, technicalities, and technologies necessary to comply with the contentions of implemented documents. Consequently, despite the high proportions of ratifications of the documents by the State parties, environmental conservation, protection, and rehabilitation goals are not realised to the expected extent. It is imperative that the eco-environmental economic cost implications of running basic education institutions be accounted for, and there are adjustments in policy frameworks to facilitate environmental performance in local institutions.

Page 4 of 4 | Total Record : 35

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