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Amidst the myriad challenges that threaten Nigeria's educational system is the declining learning outcomes of students across schools in Nigeria. Identifying and mitigating the challenges and deploying global innovative best practices into Nigeria's educational system may provide the needed solution. Therefore, the impact of climate change (CC) on teachers' efficiency, educational resources and students' learning optimization in Lagos State was examined. A mixed research method, involving quantitative and qualitative methods, was adopted for the study. CC learning optimizations (CCLO) questionnaire was used as an instrument for data collection. Random sampling technique was used to select 480 respondents for the study. Frequency counts with percentages and a t-test statistical analysis were used to analyses the data. Result showed that CC effects like heat waves, high rainfall and flooding can threaten teachers' classroom efficiency, and learning resources and thus negatively influence students' learning outcomes. Excessive heat due to global warming could affect students' comprehension and retention. Extreme temperature and rainfall experienced in early school year can cause few years of schooling later in life. There was no significant difference in perception of impact of CC on student learning optimization based on gender (t-test). It was concluded that CC affects teachers' efficiency, learning resources, and students' learning optimization. Addressing the problem of CC can support teachers' efficiency and improve students' learning outcomes. [ABSTRACT FROM AUTHOR]

In order to maximize students' classroom learning experiences, there is a need to consider the informal knowledge they bring into the classroom. The context of students' life plays an important role in the learning process. This study examined the comparative effect of contextualized-cubing and teacher-centred conventional instructional strategies on secondary school Physics students' academic achievement. The study also examined the moderating effect of numerical ability. The constructivist theory provided the theoretical foundation. The empirical investigation adopted a quasi-experimental design and involved 107 Physics students from selected secondary schools in Ibadan Metropolis, Nigeria. Quantitative data was collected through the administration of Physics Achievement Test (PAT) and Students' Numerical Ability Test (SNAT). Mixed model analysis was utilised by the study. The contextualised cubing instructional strategy was found to be effective in enhancing the students' academic achievement in Physics irrespective of students' numerical ability. The study, therefore, concludes that the contextualised-cubing instructional strategy is a suitable pedagogical strategy for Physics classroom instruction. Theoretical implications for contextually responsive pedagogy are discussed. [ABSTRACT FROM AUTHOR]