https://cahaya-ic.com/index.php/IJoER/issue/feed 2025-08-13T20:30:16+07:00 Rahmat Perdana rahmat@cahaya-ic.com Open Journal Systems <p style="text-align: justify;">Indonesian Journal of Education Research (IJoER) is a double-blind peer-reviewed journal dedicated to disseminating advances in knowledge and research in the field of multidisciplinary education both in Indonesia and in the context of ASEAN countries. Committed to excellence, the Indonesian Journal of Education Research (IJoER) publishes comprehensive research articles and invites reviews from leading experts in the field of multidisciplinary education so that it can contribute to policy and practice optimally. The selection criteria prioritize papers that demonstrate high scientific value, convey new knowledge, and significantly impact multidisciplinary education. This journal's focus on multidisciplinary education includes policy analysis, development of learning instruments and media, program evaluation, student development, test management, curriculum and learning assessment and evaluation, 21st-century local and global issues, character education, health education, tourism and hospitality education as well as related topics at elementary school to college levels. Frequency: 6/year (February, April, June, August, October, and December).</p> https://cahaya-ic.com/index.php/IJoER/article/view/1759 2025-08-13T20:30:14+07:00 Olugbenga Timothy Ajadi ajagbesope@yahoo.co.uk Adesoji Emmanuel Ayanlowo ajagbesope@yahoo.co.uk

<p style="text-align: justify;"><strong>Purpose of the study:&nbsp; </strong>This study looks at the basic science teaching methods and academic achievement among junior secondary school students in Oyo State, Nigeria. It focuses on the different approaches used to teach the subject and how these methods affect students' overall academic performance.</p> <p style="text-align: justify;"><strong>Methodology: </strong>A quantitative approach was used to gather detailed understanding of the respondents on the variables of the study.&nbsp; A validated questionnaire was administered on 450 junior secondary school students by research assistants providing necessary guide when needed.&nbsp; For data analysis, simple percentage was used to identify the strategies for teaching basic science and Pearson Product Moment Correlation was used to establish the relationship between teaching strategies and academic performance of Basic Science students in the study area.</p> <p style="text-align: justify;"><strong>Main Findings:</strong> The study identified three major strategies that can be used to teach basic science: teacher-centered, interactive, and student-centered. In terms of engagement, teachers engaged the use of teacher-centered and interactive methods due to the prevalent of using these two major strategies but were not using student-centered method to deliver instruction to the students in basic science in the study area.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study:</strong> According to the study, teachers' use of instructional tactics can improve students' academic performance, which is a crucial predictor of educational outcomes. It offers insightful information on how basic science functions as a basis for senior secondary school core science courses.&nbsp; Additionally highlighted were the effects of instructional practices on basic science students' academic performance in Oyo State, Nigeria.</p>

2025-08-13T20:16:54+07:00 Copyright (c) 2025 Olugbenga Timothy Ajadi, Adesoji Emmanuel Ayanlowo