Teachers should design meaningful and engaging assessments that prompt students to actively apply Chemistry concepts

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, spanning 4 journals. Those papers have been cited 1 times in total.

Supporting evidence — 4 representative gaps

• STEM Students’ Attitude Towards Physics and Their Impact on Problem-Solving Abilities: A Descriptive-Correlational Study in Benguet (2026) · Journal of Education, Learning, and Management · doi

  i. Schools and policymakers are encouraged to further support and empower female students in pursuing STEM careers, while identifying and addressing possible factors affecting the lower representation of male students. Future studies may also consider gender-responsive and age-appropriate instructional strategies to further enhance engagement and performance in Physics among STEM students. Curriculum developers are encouraged to ensure that programs are tailored to the students’ learning needs and developmental stage. Further, future researchers can explore whether age and gender differences influence attitudes toward Physics and problem-solving. ii. Educators and school administrators are suggested to continue to nurture and enhance the positive attitudes of STEM students toward Physics through incorporating more productive and interactive, real-life applications of the subject. Future programs and instructional strategies are encouraged to sustain and further develop students’ interest and engagement in Physics across all attitudinal dimensions. iii. Educators are recommended to implement current inclusive and balanced teaching strategies such as differentiated instruction, universal design for learning (UDL), Gender- Neutral Language and Materials, etc. that are effectively reaching diverse student groups. iv. Educators continue to reinforce and integrate activities that further enhance students’ confidence, strategic approaches, and personal control in solving Physics problems. Schools may also consider sharing effective teaching practices across institutions to sustain and improve these strong problem- solving competencies among STEM students. https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(1), 136-154, 2026 152 v. Instructional strategies may continue to be inclusive and balanced for all students benefit equally from the current teaching approaches. vi. Physics teachers may develop instructional strategies that foster positive attitudes toward the subject, as these attitudes significantly influence students’ problem-solving abilities. Schools may also implement programs and activities that enhance students’ interest and motivation in Physics to strengthen both their attitudes and corresponding performance in problem-solving tasks. vii. Physics educators are advisable to implement targeted interventions and engaging instructional strategies to further enhance students’ problem-solving abilities. REFERENCES Achilleos, A. P., Mettouris, C., Yeratziotis, A., Papadopoulos, G. A., Pllana, S., & Huber, F. (2019). SciChallenge: A social media aware platform for contest-based STEM education and motivation of young students. IEEE Transactions on Learning Technologies, 12, 98–111. https://doi.org/10.1109/ TLT

  generalrecommendations
  Keywords: students physics further strategies solving stem instructional enhance attitudes problem learning educators schools encouraged future
• DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA (2026) · Journal Plus Education · cited 1× · doi

  The following future research should be carried out: (1) development across academic years, instructional experiences. (2) (2017) evidence that innovative teaching methods bridge gender gaps, experimental studies comparing traditional versus reformed instruction on gender-specific efficacy outcomes are urgently needed in Nigerian -experimental design, which demonstrated dramatic achievement advantages under action learning and inquiry-based strategies relative to conventional lecture instruction among Nigerian secondary physics students, provides a methodological template for such intervention studies, though future work should extend this to self-efficacy outcomes and explicitly test the interaction between pedagogy and gender as a primary hypothesis. -experimental design, which successfully detected significant Gender × Instruction interaction 337 Journal Plus Education Vol. XL no. 1/ 2026 p. 318-343 effects on physics achievement while tracking misconception scores alongside achievement, offers an additional methodological model. Future Nigerian studies should similarly collect both achievement and self-efficacy data before and after instructional interventions, enabling direct comparison of pedagogical effects on self-efficacy trajectories by gender. (3) Examine teacher preparation and professional development: How can pre-service and in-service training help teachers recognize and counteract gendered interaction patterns? Given Ogumogu's (2017) documentation of teacher biases and Oyewole's (2025) evidence of male-dominated physics departments, teacher education represents a critical intervention point. (4) curriculum materials: Building on Oyewole's (2025) content analysis showing 63% male representation in textbook illustrations, systematic research should examine how curriculum materials can be revised to provide more gender-balanced representations and examples. (5) Explore intersectionality: The present study examined gender in isolation. Future research should investigate how gender intersects with socioeconomic status, rural/urban location, and ethnicity to shape physics experiences and outcomes. Oyewole (2025) notes that 75% of females choosing science come from urban areas and 71% from educated families, suggesting that socioeconomic and geographic factors interact with gender to shape STEM participation.

  generalfuture work
  Keywords: gender future efficacy achievement physics experimental instruction outcomes nigerian self interaction teacher oyewole development instructional
• 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. https://doi.org/10.1016/j.edurev.2020.100118

  generalrecommendations
  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.

  generalrecommendations
  Keywords: teachers students based following recommendations made design meaningful engaging assessments prompt actively apply chemistry concepts

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