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Integrated Science Education — 2025, NCE
This study examined influence of class size on gender parity in integrated science achievement in akwa ibom state. Using a descriptive survey design, questionnaires were administered to teachers and students within the study area, and the data collected were analysed using frequency counts, percentages, mean ratings and chi-square tests. Findings revealed that instructional practices and the availability of learning resources significantly influence teaching effectiveness and student achievement at the Basic Education level in Akwa Ibom State. The study recommends improved provision and utilisation of instructional facilities, regular professional development for teachers, and stronger school-community collaboration.
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