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- ItemTRENDS IN ACTIVE LEARNING PEDAGOGIES IN BIOLOGY EDUCATION: A SYSTEMATIC DOCUMENTARY CONTENT ANALYSIS OF GLOBAL RESEARCH EVIDENCE(Jurnal Saintifik (Multi Science Journal), 2026-03-26) Opeyemi Abdullahi ALABI; Abdulraheem Dare GBIGBADUA; Olufunke O KAYODE; Olatunji Yusuf ABDULRAHEEMBiology education plays a crucial role in developing scientific literacy, critical thinking, and the ability to understand complex biological systems. In response, active learning pedagogies have increasingly been adopted in biology education to enhance student engagement, improve conceptual mastery, and support deeper learning. The purpose of this study was to examine global trends in active learning pedagogies in biology education through a systematic documentary content analysis of empirical research. Specifically, the study sought to identify dominant active learning strategies, analyse methodological patterns and geographical distribution of studies, examine reported learning outcomes, and map the theoretical frameworks underpinning this body of research. The study employed a systematic documentary content analysis design. The selected studies were analysed using a structured coding framework that combined quantitative frequency analysis with qualitative thematic synthesis. The findings reveal a substantial growth in active learning research in biology education, with inquiry-based learning, problem-based learning, flipped classroom models, cooperative learning, and technology-enhanced instruction emerging as the dominant pedagogical approaches. The analysed studies consistently report improvements in academic achievement, conceptual understanding, student engagement, and learning retention. The analysis also indicates that constructivist, sociocultural, and experiential learning theories form the principal theoretical foundations of these pedagogical approaches. Overall, the study contributes to biology education scholarship by synthesising global empirical evidence on active learning practices, clarifying their theoretical grounding, and providing evidence-based insights that can inform instructional practice, curriculum development, and educational policy aimed at improving biology teaching and learning.
- ItemScience Education in the Digital Era: Socioeconomic Barriers, ICT Integration and Emerging Gaps in Teaching and Learning(2025) Opeyemi Abdullahi Alabi; Moses Adeleke Adeoye; Alani Ahmed Abiola; Muhammad Omeiza RajiThe rapid advancement of digital technologies has reshaped educational practices globally, yet science education in Nigeria continues to face systemic challenges in adapting to this shift. Persistent infrastructural gaps, economic constraints, and disparities in teacher preparedness raise critical questions about how effectively digital tools can enhance science learning. This research aimed to explore the opportunities and challenges of integrating information and communication technologies (ICT) into science education in Nigeria, with a focus on understanding how digitalisation shapes access, pedagogy, and equity. The research employed a qualitative, document-based method. It synthesised findings from peer-reviewed scholarship, policy documents, and national education reports through thematic analysis, allowing for the identification of recurring patterns and emerging trends in the digital transformation of science classrooms. The results show that ICT adoption in Nigerian science education is real but uneven. Three main findings emerged: socio-economic and infrastructural barriers—such as unreliable electricity, limited internet access, and household poverty—restrict effective ICT use; while some teachers employ digital tools, their application is often limited to surface-level tasks rather than transformative, inquiry-based science learning; and new divides are emerging, as digital resources remain concentrated in urban and private schools, leaving rural and disadvantaged groups further behind. In conclusion, this research contributes by framing ICT integration not as an isolated technical issue but as an interconnected system of socio-economic, infrastructural, and pedagogical factors. Its value lies in highlighting science-specific digital needs and proposing a holistic perspective that can inform policies and practices aimed at fostering inclusive, equitable, and effective science education in the digital era.
- ItemOvercoming Biology Anxiety through Inclusive Pedagogy: A study of Senior Secondary Students in Ilorin West, Nigeria(Ilorin Journal of Education, Faculty of Education, University of Ilorin Journal, 2026-03-26) A. D. Gbigbadua; R. Sulyman; Olufunke. O. Kayode; Muhinat. B. Bello; Abdullahi ALABIThis study examined the prevalence of Biology-related anxiety among Senior Secondary School students and evaluated effective strategies for mitigating its impact within Ilorin West Local Government of Kwara State, Nigeria. A descriptive design was adoptedfor the study. The population for this study comprised all public Senior Secondary Schools in Ilorin West, Kwara State. A multi-stagesampling procedure was employed for this study. At the first stage, a purposive sampling technique was used to select three (3) senior secondary schools within Ilorin West. At the second stage, a stratified sampling technique was used to classify respondents into senior secondary school two SSII and three SSIII from the three (3) schools chosen. While at the third stage, a simple random sampling technique was used to select sixty (60) respondents from each stratum. Thus, a total of three hundred and sixty (360) respondents were selected from SSII and SSIII of the three schools selected as the sample of this study.Findings revealed that factors such as fear of failure, low self-confidence, overwhelming content, and traditional teacher-centred methods significantly contribute to biology anxiety. Limited access to practical resources and complex diagrams intensified student stress. The study also revealed that interactive teaching methods, peer collaboration, real-life application of Biology concepts, and consistent feedback from teachers significantly reduced anxiety and increased student engagement. The study, therefore, concludes that addressing biology anxiety requires a shift toward active learning strategies, the integration of digital tools, and improved teacher-student relationships. The study recommends training of teachers to ensure a more inclusive, supportive, and engaging biology learning environment.
- ItemEffect of Artificial Intelligence Tools on Achievement in Complex STEM Concepts among Senior Secondary School Students in Ilorin, Kwara State, Nigeria(Zamfara international Journal of Educational Foundation, Faculty of Education, Federal University of Guzau, 2026-04-19) Kehinde Muritala NUHU; Abdulkadir Ibrahim OBA; Opeyemi Abdullahi ALABI; Muhammed Abdullahi LAWAL; Adejoke Serah ADEWUMI; Charles Olubode OLUMORINThe integration of Artificial Intelligence (AI) into secondary education presents a significant opportunity to address persistent challenges in Science, Technology, Engineering, and Mathematics (STEM) instruction in Nigeria. This study investigated the effect of AI tools on the learning of complex STEM concepts among Senior Secondary School II (SS2) students in Ilorin, Kwara State. Using a quasi-experimental pre-test, post-test non-equivalent control group design, 360 SS2 students were drawn from six purposively selected schools across Ilorin West, East, and South Local Government Areas. The experimental group (n = 180) received AI-enhanced instruction using uLesson, PhET Interactive Simulations, and ChatGPT, while the control group (n = 180) was taught using conventional lecture-based methods. Data were collected using a validated 40-item STEM Achievement Test (SAT; KR-20 = 0.82) and an AI Integration Questionnaire (AIQ). Descriptive statistics (mean, standard deviation) and Analysis of Covariance (ANCOVA) were employed for data analysis at a 0.05 significance level. Findings revealed that the AI-enhanced group achieved a significantly higher post-test mean score (74.50) compared to the control group (56.20), yielding a mean gain of 32.35 against 14.40 for the control, with ANCOVA confirming statistical significance [F(1, 357) = 142.31, p < .05]. Students and teachers reported that virtual simulations effectively substituted for absent physical laboratory facilities. However, high internet data costs and frequent power outages were identified as critical barriers to sustained adoption. The study concludes that AI tools significantly demystify complex STEM topics by providing interactive scaffolding and personalised feedback and recommends targeted infrastructure investment, subsidised data access, and institutionalised AI-literacy training for STEM teachers in Kwara State.
- ItemTracking the Impact of Competency-Based Curriculum Reform in Nigerian Elementary School Practices (2015-2024)(Auladuna: Journal of Teacher Training for Madrassa Ibtidaiyah Department, 2025) Moses Adeleke Adeoye; Sabina Nwakaego Obi; Olayinka Ibiyemi Oderinde; Opeyemi Abdullahi Alabi; Mar’atus SholihahIn recent years, global educational discourse has shifted towards competency based curriculum (CBC) models, advocating for learner-centred, skills-driven instruction that prepares students for 21st-century realities. Nigeria, responding to this momentum, initiated a reform of its basic education curriculum between 2015 and 2024. However, despite widespread policy revisions, questions remain about how deeply these reforms have penetrated elementary school practices. This research was conducted to critically assess the extent to which CBC principles have been implemented in Nigerian primary schools and to examine the systemic factors that influence or inhibit their success. To achieve this, the research employed a qualitative secondary data analysis approach, drawing from national curriculum documents, official policy briefs, education sector reports, statistical bulletins, and peer-reviewed studies spanning nearly a decade. Thematic content analysis was used to identify patterns in curriculum alignment, pedagogical practice, teacher preparedness, and assessment outcomes. The findings revealed a significant gap between policy aspirations and classroom realities. While CBC-aligned documents articulate clear goals such as critical thinking, collaboration, and problem-solving, practical implementation has been marred by limited teacher training, infrastructural inadequacies, and continued reliance on rote-based assessments. Teachers often demonstrate surface-level compliance with CBC strategies without meaningful instructional transformation. The research concludes that meaningful reform requires more than policy innovation; it demands investment in teacher capacity, assessment redesign, and system-wide coherence. By providing a longitudinal and documentary synthesis, this research contributes a grounded framework for understanding curriculum reform in resource-constrained contexts and highlights pathways for sustainable implementation in Nigerian basic education.