References
Adeyemi, T.O.(2018). Factors affecting the teaching of chemistry in secondary schools in Ekiti State, Nigeria. Journal of Education and Practice, 9(12),122-130. Chijindu, O. E. & Akunna, O. A. (2025). Undergraduate students’ study habits and academic performance in chemistry in universities. Direct Research Journal of Social Science and Educational Studies, 13(2), 67–74. Chikendu, R. E., Obikezie, M.C., & Abumchukwu, A.A.(2021).Challenge of effective teaching of chemistry in the secondary schools in Enugu State. International Journal of Research and Innovation in Applied Science, 6(8), 32-39. Emma‐Iwuozo, O. U., Agogo, P. O., Odoh, C. O., & Achor, E. E. (2025). A comparative study of chemistry students’ performance in chemical kinetics using higher order thinking laboratory and inquiry approaches. Asian Journal of Education and Social Studies, 51(10), 49–57. Hashi, A. O., Mohamud, A. O., & Farah, A. M. (2025). Factors Influencing Undergraduate Chemistry Performance: A Study on Attitudes, Laboratory Use, and Teaching Methods at Somali National University. International Journal of Education, Culture and Society, 10(1), 1–7. Kazeem, S., Mohammed, S.,& Yakubu,M.(2020). Impediments to effective teaching and learning of chemistry practicals in secondary schools in Zaria LGA, Kaduna State. ATBU Journal of Science, Technology and Education, 8(1), 133-142. Laid, S. M. T., & Adlaon, M. S. (2025). A systematic review of innovative teaching strategies in science: Exploring hands‐on learning, technology integration, and student‐centered approaches. Acta Pedagogia Asiana, 4(2), 101–114. Martinez, C., Serra, R., Sundaramoorthy, P., Booij, T., Vertegaal, C., Bounik, Z., van Hastenberg, K., & Bentum, M. (2023). Content‐focused formative feedback combining achievement, qualitative and learning analytics data. Education Sciences, 13(10), 1014. Obafemi, D. T. A., & Ugonwa, R. C. (2025). A 21‐year analysis of students’ performance in West African Secondary School Certificate Physics and Chemistry examinations in Nigeria (1999–2019). European Journal of Theoretical and Applied Sciences, 3(2), 555–566. Onipede, J. A., Liadi, A. I., Otemuyiwa, A. A., & Amuda, R. A. (2025). Teacher pedagogical content knowledge and practical skills competence as determinants of students’ performance in Biology. EIKI Journal of Effective Teaching Methods, 3(1). Peng, Z. (2023). The Role of the Teacher in Modern Education. International Journal of Education and Humanities, 8(2), 117–118. Sarfaraz, M. Y. (2025). Key factors affecting chemistry performance among high school students in Kandahar City. DIROSAT: Journal of Education, Social Sciences & Humanities, 3(2), 189–203. Singh, R. K. (2024). Chemical pedagogy: Instructional approaches and teaching techniques in chemistry. In R. K. Singh(Ed.), An Introduction to Chemical Pedagogy (pp.1-28).Royal Society of Chemistry. Taber,K.S. (2012). Key concepts in chemistry. In K.S. Taber (Ed), Teaching Secondary Chemistry (2nd ed., pp. 1-47). London: Hodder Education. Tactacon, R. M., Doverte, A. T., & Mayordo, A. C. (2025). Students’ engagement and academic performance in chemistry. United International Journal for Research & Technology , 6(12), 112–120. , Upula, B. E. (2025). The effectiveness of interactive teaching methods in enhancing students’ learning outcomes in Biology. Scientia. Technology, Science and Society, 2(1), 144–151. Yaayin, B. & Kamboke, M. (2025). The factors influencing students’ performance in chemistry in selected senior high schools. Journal of Multidisciplinary Research and Development, 2(2), 197–214. Zhang, H., Yang, J., & Liu, Z. (2024). Effect of teachers’ teaching strategies on students’ learning engagement: Moderated mediation model. Frontiers in Psychology, 15, Article 1475048.
