https://eureka.id-sre.org/index.php/ejer <p><strong>Eureka: Journal of Educational Research</strong> is published periodically by <strong>S&amp;CO Publishing</strong> in collaboration with the <strong>Indonesian Society of Researcher and Educator</strong>. The journal particularly welcomes research with international impact, especially studies offering new perspectives and supporting the achievement of <strong><span style="color: #00509d;">United Nations Sustainable Development Goal 4</span></strong>: Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.</p> S&Co Publishing en-US Eureka: Journal of Educational Research 2962-5548 <p>Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License</p> https://eureka.id-sre.org/index.php/ejer/article/view/74 <p>This study examined school locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school. Guided by two research objectives and two hypotheses tested at the 0.05 level of significance, the study employed a correlational survey design. The population of the study comprised 2720 senior secondary two (SS2) students offering biology, chemistry, data processing, physics and mathematics in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Science Process Skills Scale (SSPSS) and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts. The reliability of SSPSS was established using Cronbach alpha method. The reliability coefficient of SSPSS was found to be 0.73. Data from SSPSS and academic scores were collected; analysis involved correlation coefficients (<em>R</em>, <em>R</em>²) and regression ANOVA to answer research questions and test hypotheses. The study revealed low predictive value of students’ science process skills on academic achievement in science for both urban and rural schools, regardless of gender. Science process skills are not significant predictors of students’ achievement in both school locations and gender based. From the findings recommendations and conclusions were made.</p> Maxwell Chukwunazo Obikezie Ekoyo Destiny Onyebuch Esther Ebele Akachukwu Henrietta Obioma Nnalue Copyright (c) 2025 Maxwell Chukwunazo Obikezie, Ekoyo Destiny Onyebuch, Esther Ebele Akachukwu, Henrietta Obioma Nnalue https://creativecommons.org/licenses/by-sa/4.0 2025-08-19 2025-08-19 4 1 1 7 10.56773/ejer.v4i1.74 https://eureka.id-sre.org/index.php/ejer/article/view/82 <p>Although literature reviews are central to academic writing and teaching, little attention has been paid to how demographic factors such as age, academic rank, and marital status influence literature-seeking behaviours. This study addressed this gap by investigating the literature-seeking behaviours among female lecturers in the Faculties of Education at a Nigerian Federal University. The study involved 148 randomly selected female lecturers. A well-validated survey instrument was used to measure literature-seeking behaviours. The results indicated that the overall extent of literature-seeking habits was not significantly high. Significant age differences were observed in female lecturers’ literature review habits, with younger lecturers exhibiting more favourable behaviours. Additionally, differences in academic rank revealed that assistant lecturers demonstrated the most literature-seeking habits. Furthermore, single female lecturers reported significantly better literature-seeking habits than their married counterparts did. The findings suggest a need for targeted support to enhance literature-seeking behaviours, particularly among older and married lecturers. Mentorship programmes and workshops are needed to promote academic engagement. Future research should explore the reasons for these differences and investigate interventions to improve literature-seeking behaviours across demographic groups.</p> Valentine Joseph Owan Isu Bassey Ekpe Imelda Barong Edam-Agbor Peter Owogoga Aduma Mercy Valentine Owan Copyright (c) 2025 Valentine Joseph Owan, Isu Bassey Ekpe, Imelda Barong Edam-Agbor, Peter Owogoga Aduma, Mercy Valentine Owan https://creativecommons.org/licenses/by-sa/4.0 2025-08-19 2025-08-19 4 1 8 21 10.56773/ejer.v4i1.82