INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AND ENVIRONMENTAL RESEARCH

Sedentary behaviour characterised by prolonged sitting or low energy activities such as screen time has become increasingly common among young adults due to academic, occupational and social demands. This lifestyle is associated with negative health outcomes such as reduced physical fitness, increased risks of obesity and poor mental wellbeing. The study investigated the determinants of sedentary behaviour among young adults in Port Harcourt Local Government Area, Rivers State. A descriptive survey design was adopted for the study and the population comprised of all young adults in Port Harcourt Local Government Area, Rivers State who were resident in the area as at the time of the study. Cochrane formula was used to obtain of sample of 384 and a multistage sampling procedure was used to distribute the sample. The instrument for data collection was a self-structured questionnaire with 0.774 coefficient of reliability. Descriptive analysis was done using frequency counts, percentages, mean and standard deviation, while the hypotheses were tested using Analysis of Variance (ANOVA) at 0.05 alpha level of significance. The findings showed that 16.9% exhibited very high sedentary behaviour. 50.0% of respondents between 20years and below exhibited high level of sedentary behaviour while 76.0% of those between ages 31years and above exhibited low level of sedentary behaviours. More than half of the respondents (both males and females) exhibited high level sedentary behaviour. 63.3% of those who always succumb to negative peer pressure exhibited high level of sedentary behaviour while more than half of those who were poor as well as those who were in the upper exhibited high level of sedentary behaviour. More than half (63%) of the respondents with good health status exhibited low sedentary behaviour while more than half of those with very poor health status exhibited high sedentary behaviour. Furthermore, it was revealed that age (F= 13.065; p= 0.000), peer pressure (F= 18.140; p= 0.000), socio-economic status (F= 11.352; p= 0.000) and health status (F= 10.356; p= 0.000) were significant determinants of sedentary behaviour among young adults in Port Harcourt Local Government Area, Rivers State. Parents and caregivers should organize family outings that involve physical activities such as hiking, biking, or team sports to encourage their wards participate in a more active lifestyle; in addition, Public Health Workers should run awareness campaigns through social media, television, and community programs to educate youth and their families about the importance of reducing sedentary behaviour and increasing physical activity.

This study investigated the effects of blended learning and guided inquiry on the academic achievement of secondary school students in Biology in Delta State, Nigeria. The study adopted a quasi-experimental pretest-posttest control group design involving 214 senior secondary students from six public schools. The participants were divided into three groups and taught using blended learning, guided inquiry, and lecture methods, respectively. Data were collected using a Biology Achievement Test (BAT) and analyzed using mean, ANCOVA and post hoc tests. The findings revealed significant differences in the mean achievement scores of students across the three instructional strategies, with blended learning being the most effective, followed by guided inquiry, and then the lecture method. Post hoc analysis showed that students taught using blended learning performed significantly better than those taught using guided inquiry and lecture methods. However, no significant gender differences were found in achievement among students exposed to either blended learning or guided inquiry. These results highlight the need to promote modern, student-centered instructional approaches in Biology classrooms to enhance learning outcomes and bridge pedagogical and gender-related gaps. Recommendations were made to support the integration of blended and inquiry-based teaching methods in secondary school science education.

This study investigated the impact of free inquiry and discussion teaching methods on students’ academic performance in Biology within Obio/Akpor Local Government Area of Rivers State. Grounded in the Constructivist Learning Theory and the Socratic Theory of Dialogue, the study adopted a quasi-experimental, pre-test post-test non-equivalent control group design. A purposive sampling technique was used to select 120 Senior Secondary School II students from two intact classes. The instrument used for data collection was the Biology Performance Test (BPT), which was both validated and tested for reliability. Data analysis was carried out using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The results revealed that students exposed to the free inquiry and discussion methods significantly outperformed those taught using discussion methods. Furthermore, the study found no significant gender difference in the academic performance of students taught with the free inquiry methods, indicating their effectiveness for both male and female learners. Most notably, the findings highlighted that these methods enhanced students’ ability to apply biological concepts to real-life situations, an essential skill in science education. The study concludes that adopting student-centered teaching strategies such as the free inquiry method not only boosts academic Performance but also fosters critical thinking and practical problem-solving abilities. It recommends the integration of these methods into Biology instruction across senior secondary schools to bridge the gap between theory and practice, and to promote gender-inclusive, and active learning environments.

This study investigated the development and implementation of a Computer-Assisted Learning (CAL) package using video technology to address students’ learning difficulties in Enugu State. The persistent academic challenges faced by students in core subjects, particularly Mathematics and English, highlight the need for innovative instructional interventions. A CAL package incorporating video lessons was designed, developed, and tested among selected secondary schools in Enugu State. The study adopted a developmental research design, using both qualitative and quantitative methods to evaluate the effectiveness of the package. Results showed significant improvement in students' comprehension and performance. The findings suggest that video-based CAL tools can serve as effective remediation strategies in Nigerian classrooms.

This article explores the impact of game-based instructional strategies and discussion methods on students' academic performance in chemistry within the Otukpo Local Government Area of Benue State. It highlights the significance of interactive learning approaches, their effectiveness in enhancing student engagement, understanding of complex chemistry concepts, and overall academic performance. The study employs a mixed-method approach, combining quantitative and qualitative data to provide a comprehensive analysis. The findings suggest that integrating gamification and structured discussions in chemistry education can lead to improved student outcomes and foster a deeper interest in the subject. This study investigated the effectiveness of game-based instructional strategies and discussion method on chemistry students' performance in Otukpo Local Government Area of Benue State. A quasi-experimental research design was employed, and a sample of 200 SS2 chemistry students was selected from four secondary schools. The results showed a significant difference in post-test scores between the experimental group (game-based instructional strategies and discussion method) and the control group (traditional teaching methods). The findings suggest that game-based instructional strategies and discussion method can be effective approaches to enhancing chemistry students' performance.

This study investigates the effects of the flipped classroom and demonstration teaching methods on students’ academic performance in science subjects. The traditional lecture method has often been criticized for being teacher-centered, resulting in passive student engagement and shallow learning outcomes. The flipped classroom approach, which integrates digital tools to deliver content outside the classroom, and the demonstration method, which visually represents concepts during instruction, are considered viable alternatives to enhance students' understanding and performance. Using a quasi-experimental design, this study will compare the performance of secondary school students exposed to flipped classroom instruction, demonstration teaching, and traditional lecture methods in science. The findings will inform educators and curriculum planners about effective instructional strategies that promote student engagement and improved academic outcomes in science education.

This study investigated student- center laboratory and academy performance of senior secondary school science students in Delta State. Nigeria. In line with aim of the study three (3) research questions and two (2) hypotheses guided the study. The study adopted a quasi-experimental research design with a pre-test and post-test control group approach. The population of this study comprises senior secondary school students offering science subjects (Physics, Chemistry, and Biology) in selected secondary schools across Delta State. A total of 200 students were selected using a purposive sampling technique, ensuring that participants come from schools with functional science laboratories. The sample was divided into two groups: Experimental Group (100 students), received instruction through student-centered laboratory practices, involving hands-on activities, group collaboration, and inquiry-based learning. Why Control Group (100 students), were taught using traditional teacher-centered methods, with more emphasis on lectures and theoretical explanations. The instrument for data collection was a Science Achievement Test (SAT) designed to measure students' understanding and performance in science subjects. The post-test results were analyzed using Mean and Standard Deviation why Paired Sample t-Test was used to determine if there is a significant difference in the performance of students before and after the intervention. The findings of the study shows that; student-centered laboratory practices significantly improve the academic performance of science students. However the study recommended among others that government and educational stakeholders should invest in modern laboratory facilities in secondary schools to ensure that students have access to the necessary equipment for practical learning.

This study investigated the relationship between the constructivist approach and the academic performance of secondary school students in Biology in Imo State, Nigeria. Three objectives, three research questions and three hypotheses guided the study. A correlational research design was employed, and data were collected from a sample of 115 senior secondary school students selected through stratified random sampling from the three senatorial zones of Imo State. A structured questionnaire was used to assess the extent of constructivist instructional strategies experienced by the students, while academic performance was measured using their Biology achievement records. Data were analyzed using the Pearson Product-Moment Correlation Coefficient (PPMCC) at a 0.05 level of significance with the aid of SPSS version 25.0. The findings revealed a strong and statistically significant positive relationship between inquiry-based learning and academic performance, as well as a moderate but significant positive correlation between problem-based learning and students’ achievement in Biology. However, the study found a weak and statistically insignificant negative correlation between collaborative learning practices and academic performance. Based on these findings, the study concluded that constructivist teaching strategies, particularly inquiry-based and problem-based learning, positively influence students’ academic outcomes in Biology. The study recommends targeted professional development for teachers in the use of constructivist methods, better structuring and support for collaborative learning activities, and a broader adoption of student-centered, active learning techniques to enhance science education outcomes in secondary schools.

This study investigated the effects of online and offline instructional methods on students academic achievement in Biology at Denis Osadebe University Asaba, Delta state. Using quasi-experimental design, two groups of students (online and offline), each consisting of 30 participants were exposed to the same Biology content over a set period . A 30 -item Biology Achievement Test (BAT), with a  reliability coefficient of 0.82, was administered to measure learning outcomes. The result showed a mean score of 61.57 with a standard deviation of 2.40 for the online group and a mean score of 71.90 with a standard deviation of 1.90 for the offline group. An independent sample t-test revealed a statistically significant difference in achievement between the two groups with a  t-value of 18.15 favoring the offline instruction. The finding suggest that offline instruction leads to higher academic performance in Biology compared to online method within the study context. The study recommends enhancing the structure and delivery of online instruction to bridge the performance gap. Also blended instruction is recommended since it employs the strength of both offline and online instructions.