https://www.ajol.info/index.php/ajesms <p>The <em>African Journal of Educational Studies in Mathematics and Sciences</em> (AJESMS) is an international publication that aims at generating fresh scholarly inquiry and exposition in the fields of mathematics education, science education and related disciplines. AJESMS offers a forum for familiarizing the world with the goings-on in research endeavours and original thoughts in these important fields of human learning</p> <p>Editorial decisions are made by our Editorial Board of active researchers who manage the peer review process and decide which manuscripts should be published.</p> <p>Journal Website: <a href="https://journals.uew.edu.gh/">https://journals.uew.edu.gh/</a></p> Faculty of Science Education, University of Education, Winneba en-US African Journal of Educational Studies in Mathematics and Sciences 0855-501X <h3>License agreement and author copyright</h3><p><em>AJESMS</em> does not require authors to assign copyright of their published original research papers to the journal. Articles are published under a <a href="http://creativecommons.org/licenses/by/4.0/">CC BY license</a>(Creative Commons Attribution 4.0 International License). The CC BY license allows for maximum dissemination and re-use of open access materials and is preferred by many research funding bodies. Under this license users are free to share (copy, distribute and transmit) and remix (adapt) the contribution including for commercial purposes, providing they attribute the contribution in the manner specified by the author (<a href="http://creativecommons.org/licenses/by/4.0/legalcode">read full legal code</a>).</p><h3>Availability of materials and data</h3><p>An inherent principle of publication is that others should be able to replicate and build upon the authors' published claims. Therefore, a condition of publication in <em>AJESMS</em> is that authors are required to make materials, data and associated protocols promptly available to readers without undue qualifications in material transfer agreements. Any restrictions on the availability of materials or information must be disclosed to the publishing team at the time of submission. Supporting data must be made available to Editorial Board Members and reviewers at the time of submission for the purposes of evaluating the manuscript. Reviewers may be asked to comment on the terms of access to materials, methods and/or data sets; <em>AJESMS</em> reserves the right to refuse publication in cases where authors do not provide adequate assurances that they can comply with the publication's requirements for sharing materials.</p><p>After publication, readers who encounter refusal by the authors to comply with these policies should contact the <em>AJESMS</em> publishing team. In cases where we are unable to resolve a complaint, the matter may be referred to the authors' funding institution and/or a formal statement of correction may be published, attached online to the publication, stating that readers have been unable to obtain necessary materials to replicate the findings.</p><h3>Sharing datasets</h3><p>A condition of publication <em>AJESMS</em> is that authors make materials, data and associated protocols promptly available to others without preconditions.</p><p>Datasets must be made freely available to readers from the date of publication, and must be provided to Editorial Board Members and reviewers at submission, for the purposes of evaluating the manuscript.</p> https://www.ajol.info/index.php/ajesms/article/view/270050 <p>Photosynthesis has been identified as a difficult biology topic for students due to their inability to visualize the stages and experimental procedures associated with it. Therefore, this study investigated the effects of video-assisted instruction on senior secondary school students' achievement in photosynthesis in Omu-Aran, Nigeria. The study investigated whether or not there will be gains in students’ achievement in photosynthesis when taught using video-assisted instruction, and the interaction effect of gender and cognitive style on the achievement. The study was a quasi-experimental research. The sample for the study was 109 and consisted male and female students from two co-educational schools. Two tests (pre- and post-) designed by the researchers were validated by three lecturers in science education. The instruments were found to have a high reliability as the reliability index obtained was 0.72. Data were analyzed using t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that video-assisted instructional package improved students’ academic achievement in photosynthesis. Also, gender and cognitive style were observed to have no effect on students’ achievement when taught photosynthesis using the package and there were no interaction effects among the cognitive style and gender categories on achievement in photosynthesis. The study concluded that the use of video assisted instructional package was effective in improving the achievement of students in photosynthesis irrespective of gender and their cognitive style. Based on the findings of the study, Biology teachers should be encouraged to use video-assisted instructional package for teaching photosynthesis in senior secondary schools to improve learning outcomes.</p> Ojo Afolabi Kayode Olanrewaju Ibukun Oluwasola Abidoye Florence Omosholape Adesanya Emmanuel Olorunleke Copyright (c) 2024 Afolabi Kayode Ojo , Olanrewaju Ibukun Oluwasola, Abidoye Florence Omosholape, Adesanya Emmanuel Olorunleke https://creativecommons.org/licenses/by/4.0 2024-02-20 2024-02-20 20 1 1 13