Journal of Mathematics and Science Teacher

• Adepoju, O. A. (2014). Mnemonic as an innovative approach to creative teaching of secondary school chemistry. Advanced Journal of Chemical Education, 4(2), 122-138.
• Adzape, J. N. (2015). Effect of chemistry-based puzzles on senior secondary school chemistry students’ achievement, retention and interest in chemical periodicity [Unpublished PhD thesis]. University of Nigeria.
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• Amedu, O. I. (2015). The effect of gender on the achievement of students in biology using the jigsaw method. Journal of Education and Practice, 6(17), 176-179.
• Babalola, V. T., & Aliyu, M. (2015). Basic education, system wastages and socio-economic development in Nigeria. West and Solomon publishers Coy Ltd.
• Babalola, V. T., & Abdullahi, H. U. (2015). Application of epistemology codes teaching pedagogy to teaching and learning of chemistry in Nigerian secondary schools in Nigeria. Singaporean Journal of Business Economy and Management Studies, 4(8), 35-48. https://doi.org/10.12816/0019679
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• Chogyel, N., & Wangdi, N. (2021). Factors influencing teaching of chemistry in class nine and ten in the schools under Chhukh District, Bhutan. Asian Journal of Education and Social Studies, 14(4),13-25. https://doi.org/10.9734/ajess/2021/v14i430360
• David, A. U., & Charles, U. E. (2018). Utilization of learning activity package in the classroom: Impact on senior secondary school students’ academic achievement in organic chemistry. Advanced Journal of Chemical Education, 8(2), 49-92.
• Dye, G. A. (2000). Graphic organizers to the rescue! Helping students link and remember Information. Teaching Exceptional Children, 32(3), 72-76. https://doi.org/10.1177/004005990003200311
• Eilks, I., & Hofstein, A. (2015). Relevant chemistry education. Sense Publishers. https://doi.org/10.1007/978-94-6300-175-5
• Enderly, P. J., & Leanne, R. B. (2016). Students lab manual for argument-driven inquiry in chemistry.
• Fitzgerald, W. J., Elmore, J., Kung, M., & Stenner, A. J. (2017). The conceptual complexity of vocabulary in elementary-grades core science program textbooks. Reading Research Quarterly, 52(4), 417-442. https://doi.org/10.1002/rrq.184
• Gerritsen, R. J. S., & Band, G. P. H. (2018). Breath of life: The respiratory vagal stimulation model of contemplative activity. Frontal Human Neuroscience, 12, 397. https://doi.org/10.3389/fnhum.2018.00397
• Gilar-Corbi, R., Pozo-Rico, T., & Castejon-Costa, J. L.(2019). Improving emotional intelligence in higher education students: Testing program effectiveness in tree countries. Education, 21(22), 161-187.
• Holly, N. C. (2020). Mindful well-being and learning. Journal of Chemical Education, 97, 2393-2396. https://doi.org/10.1021/acs.jchemed.0c00777
• Israel, G. D. (2005). Determining sample size. University of Florida, Gainesville, FL 32611. https://www.psycholosphere.com/Determining%20sample%20size%20by%20Glen%20Israel.pdf
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• Kay, D., & Kibble, J. (2016). Learning theories 101 application to everyday teaching and scholarship. Advanced Physiology Education, 40, 17-25. https://doi.org/10.1152/advan.00132.2015
• Legg, T. J., & Cafasso, J. (2018). The 25 ways to improve your memory. Healthline. https://www.healthline.com/health/how-to-improve-memory
• Lu, S., & Bi, H. (2016). Development of a measurement instrument to assess students’ electrolyte conceptual understanding. Chemistry Education Research and Practice, 17(4), 1030-1040. https://doi.org/10.1039/C6RP00137H
• Miller, C. J., Borsatto, J., & Al-Salom, P. (2019). Testing a quick mindfulness intervention in the university classroom. Journal of Further and Higher Education, 43(6), 839-847. https://doi.org/10.1080/0309877X.2017.1409345
• Nakiboglu, C., & Nakiboglu, N. (2019). Exploring prospective chemistry teachers’ perceptions of precipitation, conception of precipitation reactions and visualization of the sub-microscopic level of precipitation reactions. Chemistry Education Research and Practice, 20(4), 873-889. https://doi.org/10.1039/C9RP00109C
• Nja, C. O., Idiege, K. J., & Obi, J. J. (2017). Effect of mnemonics on teaching of oxidation and reduction reactions to secondary school chemistry students. International Journal of Chemistry Education, 2(2), 022-026.
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• Olasheinde, K. J., & Olatoye, R. A. (2014). Comparison of male and female students’ learning outcomes in science in Katsina State, Nigeria. Mediterranean Journal of Social Science, 5(2), 518-523. https://doi.org/10.5901/mjss.2014.v5n2p517
• Oluoch,J. N., Aloka, P. J. O., & Odongo, B. C. (2018). Test anxiety beliefs as predictor of students’ achievement in chemistry in public secondary schools in Kenya. International journal of Psychology and Behavioral Sciences, 8(4),70-79.
• Orimogunje, T. (2018). Mathematics skills as predictor of chemistry students’ performance in senior secondary schools in Akoko - South Local Government Area of Ondo State, Nigeria. International Journal for Innovative Education and Research, 6(7), 148-155. https://doi.org/10.31686/ijier.vol6.iss7.1101
• Passmore, J. (2019). Mindfulness in organizations (part 1): A critical literature review. Industrial and Commercial Training, 51(2), 104-113. https://doi.org/10.1108/ICT-07-2018-0063
• Russell, J. E., Smith, A., & Larsen, R. (2020). Elements of success: Supporting at-risk student resilience through learning analytics. Computer Education, 152, 103890. https://doi.org/10.1016/j.compedu.2020.103890
• Taber, K. S. (2015). Advancing chemistry education as a field. Chemical Education Research and Practice, 1(6), 6-8. https://doi.org/10.1039/C4RP90014F
• Tsaparlis, G. (2017). Problems and solutions in chemistry education. Journal of the Turkish Chemical Society Section C: Chemical Education, 1(1), 1-30.

APA

Babalola, V. T. (2023). Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university. Journal of Mathematics and Science Teacher, 3(1), em032. https://doi.org/10.29333/mathsciteacher/13073

Vancouver

Babalola VT. Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university. Journal of Mathematics and Science Teacher. 2023;3(1):em032. https://doi.org/10.29333/mathsciteacher/13073

AMA

Babalola VT. Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university. Journal of Mathematics and Science Teacher. 2023;3(1), em032. https://doi.org/10.29333/mathsciteacher/13073

Chicago

Babalola, Victor Tubosun. "Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university". Journal of Mathematics and Science Teacher 2023 3 no. 1 (2023): em032. https://doi.org/10.29333/mathsciteacher/13073

Harvard

Babalola, V. T. (2023). Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university. Journal of Mathematics and Science Teacher, 3(1), em032. https://doi.org/10.29333/mathsciteacher/13073

MLA

Babalola, Victor Tubosun "Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university". Journal of Mathematics and Science Teacher, vol. 3, no. 1, 2023, em032. https://doi.org/10.29333/mathsciteacher/13073