Abstract

The study investigated the interaction effect of instructional strategies, quality of textbooks, career aspiration and environmental awareness on STM knowledge and skills. In addition environmental awareness level of SS3 Chemistry students was determined. The study adopts concurrent mixed method explanatory design that involves collection of quantitative and qualitative data to address the research questions. The samples consist of 320 senior secondary school students from 8 schools in 4 local governments in Oyo South Senatorial District and 8 teachers. Four instruments were used: Environmental Awareness and Career Aspiration Questionnaire(r=0.81), Chemistry Instructional Strategies Questionnaire (r = 0.81; Teacher Rating of Chemistry Textbooks (r =0.81) and Chemistry Knowledge and Skills Assessment Test. Data were analysed using mean, and multiple regression. The weighted mean for environmental awareness is = 2.6(range =2.18 to = 2.79). The predictor variables had significant joint prediction on STM knowledge and skills (knowledge (f(4,310) = 2.422), skills (f(4,310) = 3.059). Environmental awareness ((β = 0.188; β = 0.198), Career aspiration (β = -0.100; β = -0.125) instructional strategies (β = -0.048; (β = 0.048) and quality of Chemistry textbooks (β = 0.057; β =- 0.164).