Vaccine acceptance among a large population of people can determine the successful control of the COVID-19 pandemic. We aimed to assess the COVID-19 vaccine acceptance rate and to identify the predicting factors to the non-acceptance of the vaccine in Nigeria up to date. In line with this, PubMed, Web of Science, Cochrane Library, and Embase databases were searched for relevant articles between January 2020 and November 2021 in this rapid review. Ten articles with 9,287 individuals met the inclusion criteria and formed the basis for the final COVID-19 acceptance estimates. A total of ten peer-reviewed articles were reviewed. The vaccine acceptance rate ranged from 20.0% to 58.2% among adults across the six geopolitical zones of the country. Non-acceptance of the vaccine was found to be a result of propaganda, adverse effect concerns, and conspiracy theories. National, community, and individual-level interventions need to be developed to improve the COVID-19 vaccine acceptance rate in the country. Greater efforts could be put in place to address the issues of concern leading to the unwillingness of the people to receive the COVID-19 vaccine. Also, as the pandemic is unfolding, emerging evidence needs to be synthesized and updated.

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.

Chemistry education is an engine room for economic, social and national development of any nation. Unfortunately, chemistry education in Nigeria has been plagued with mirage of problem such as poor teaching strategies, low self-esteem, poor achievement, low motivation and poor enrolment of girls, characterised by lose of interest. Some gender protagonists have established the existence of reasoning levels difference between females and males students with the males systematically and logical out-performing the girls. The purpose of this study was to determine how motivation and self-esteem as well as reasoning levels could influence secondary school girls' interest in chemistry. Four research questions guided the study. It was a correlation survey that involved 400 public coeducational secondary school girls' in Lagos State of Nigeria. Three research instruments were used in data collection. Data were analyzed using Pearson moment correlation coefficient, Analysis of Variance and multiple regression analysis The results showed a significant mean difference of reasoning levels; significant relationship among motivation, self-esteem and reasoning levels; significant composite contributions of motivation, self-esteem and reasoning levels and significant relative contributions of reasoning levels and self-esteem but motivation did not make any relative contribution in explaining secondary school girls' interest in chemistry. The study outlined numerous recommendations and concluded that appropriate learning opportunities could help in promoting girls' self-esteem and motivation in developing desired interest in chemistry across four levels of reasoning.

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