Based on the findings of the study, the following recommendations were made: 1

The gap

Evidence profile

Stated in the limitations and recommendations sections of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• A SUSTAINABILITY-ORIENTED MODEL FOR DEVELOPING STUDENTS' DECISION-MAKING IN CHEMISTRY EDUCATION (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Although the study produced encouraging results, should be acknowledged. First, the research involved a moderate sample from only two secondary schools, limiting the generalizability of the findings. Future studies should include larger and more diverse samples from different regions, school types, and socio-economic contexts. limitations several 185 https://www.ijmrd.in/index.php/imjrd/ INTERNATIONAL MULTI DISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT eISSN 2394-6334 Impact factor: 8.854 Volume 13, issue 05 (2026) Second, the ten-week intervention allowed identification of short-term improvements but did not measure long-term retention of decision-making competence. Longitudinal research is needed to examine whether these competencies remain stable over time. Third, the study focused specifically on chemistry education. Future research should similar pedagogical approaches are effective in biology, physics, investigate whether mathematics, and interdisciplinary STEM contexts. In addition, some qualitative findings relied on student reflections and interviews, which may involve self-report bias. Future studies could strengthen validity through classroom observations, video analysis, and performance-based data. Teacher-related factors such as pedagogical expertise, facilitation skills, and enthusiasm may also have influenced the outcomes. Therefore, future research should examine teacher professional development models support competency-based and decision-oriented instruction. that Future studies are recommended to: a) investigate long-term retention of decision-making competence; b) test the model in rural and urban schools; c) compare digital, blended, and face-to-face implementations; d) examine adaptation for different age groups; e) explore relationships between decision-making competence and academic achievement; f) analyze teacher readiness for competency-based pedagogy; g) compare cross-national applications of the model.

  generalstated in limitationsevidence 5/5
  Keywords: future decision term making competence examine based teacher schools different contexts development long retention whether
• Effects of Mastery Learning and Lecture Methods on Chemistry Students’ Academic Achievement in Delta State (2026) · West African Journal of Interdisciplinary Research · doi

  Based on the findings of this study, the following recommendations are made: 154 West African Journal of Interdisciplinary Research | ISSN: 3027-1878 Volume 4, Issue 1 (2026) | www.ijaar.org 1. Since mastery learning was found to be the most effective instructional strategy in enhancing students’ academic achievement in chemistry, chemistry teachers in secondary schools in Delta State should adopt mastery learning as a primary strategy for improving students’ achievement outcomes. 2. Chemistry teachers should be trained in the development and implementation of mastery learning strategy. 3. Despite no significant differences in achievement and interest based on sex across the instructional strategies, teachers should ensure inclusive practices that promote equal engagement of male and female students in all classroom activities. REFERENCES Abdulwahed, M., & Nagy, Z. K. (2021). The triad interactive model of learning: A novel framework for engineering education. Education for Chemical Engineers, 34, 1– 14. https://doi.org/10.1016/j.ece.2020.10.003 Achor, E. E., & Agogo, P. O. (2015). Gender interaction effects of problem-solving strategies on students’ achievement in science. Journal of Science Teachers Association of Nigeria, 50(1), 75–86. Adeleke, A. A., & Musa, K. O. (2022). Gender and instructional methods as determinants of students’ achievement in chemistry. Nigerian Journal of Educational Studies, 20(2), 88–99. Adeyemi, S. B. (2018). Effects of teaching methods on students’ academic achievement in science subjects. Journal of Educational Research and Practice, 8(2), 45–56. Adeyemi, T. O., & Ajibola, M. A. (2020). Metacognitive and mastery learning strategies as predictors of students’ achievement and interest in science. Journal of Science Education and Practice, 10(1), 23–35. Agomuoh, P. C., & Nzewi, U. M. (2016). Effects of guided inquiry instructional strategy on students’ achievement in science. International Journal of Scientific Research in Education, 9(4), 237–248. Ameh, P. O., & Olatunji, M. O. (2020). Gender differences in achievement and interest in science using student-centered strategies. Journal of STEM Education Research, 4(1), 33–45. Anderson, L. W. (2016). Mastery learning and student achievement: Theory and practice. Educational Research Press. Eze, C. O., & Okonkwo, G. I. (2020). Gender and academic achievement in chemistry using conventional methods. Journal of Research in Science Education, 6(2), 90–101. Ibrahim, A. A., & Hassan, M. A. (2021). Teacher-centered instruction and gender differences in science achievement. Journal of Educational Measurement and Evaluation, 13(1), 77–89. Lo, C. K., & Hew, K. F. (2020). A critical review of flipped classroom challenges in K–12 100– Review, 31, education. Educational 118.

  generalstated in recommendationsevidence 5/5
  Keywords: achievement journal science students education learning mastery chemistry gender educational instructional strategy teachers strategies academic
• Formative Assessment  and Student's Academic Achievement in Chemistry in Senior Secondary Schools in Nsit Ibom Local Government Area, Akwa Ibom State (2026) · International Journal of Education and National Development · doi

  Based on the findings of the study, the following recommendations were made: 1. Teachers should design meaningful and engaging assessments that prompt students to actively apply Chemistry concepts during lessons, thereby strengthening their understanding 2. Teachers should provide thought-provoking tasks that promote independent research and critical thinking, while also giving timely feedback to guide students’ learning. 3. Teachers should administer regular formative tests that not only assess knowledge but also help students build confidence and identify areas needing improvement.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers students based following recommendations made design meaningful engaging assessments prompt actively apply chemistry concepts

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