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The American Psychological Association (APA) Referencing Style
Evelyn Ehi Ajayi & Victor Oluwatosin Ajayi, PhD
October, 2021

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The American Psychological Association (APA) referencing style is the most widely
used formatting and referencing style in the Social Sciences and Education. The ''APA Style''
is an author-date style for citing and referencing information in assignments and publications.
The referencing style guide provides a set of rule on how to acknowledge the thoughts, ideas
and works of others when you use them in your own work.
Citations and Referencing
Your referencing include two main parts namely; A citation within the text of your
assignment or paper and a list of references at the end of your assignment or paper. Based
rules for in-text citation are;
a. In author-date style, in-text citations usually require the last name of the author(s) and
the year of publication.
b. Place in-text citation before the full stop. e.g. .....this week (Aligba, 2020).
c. A page number is included when using a direct quote. Place a comma after the year.
Use p. for single page, pp. for multiple pages e.g. (Ajayi, 2021, p.134) or Ajayi, 2021, pp.
134-140).
d. When you paraphrase a passage, or refer to an idea contained in another work, a page
number is not required. However, it is ''encouraged'', especially when you are referring to a
long work and the page numbers might be useful to the reader.
e. If there is no date, the abbreviation ''n.d''. may be used e.g. (Aligba, n.d.)
f. If work is not yet published but published online ahead of the print, use ''in press'' e.g.
(Ajayi, in press)
g. Works with same author(s) and same year
1. Place an a, b, c etc after the year

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2. The letters are allocated in the reference list where references with the same first author
last names are organised alphabetically by title. The first reference listed uses "a", second
uses "b" etc.
3. If "in press" is used, place dash between "press" and relevant letter eg. in press-c
4. Use this format each time the references are used in-text. This includes for a single
reference within a parentheses or multiple works in same parentheses.
(Ajayi & Aligba, 2021a)
(Ajayi & Aligba, 2021b)
(Ajayi & Aligba, in press-c)
Table 1: Example of Basic rules for in-text citation
Number or type of authors Author inside the brackets Author outside the bracket
One author (Ajayi, 2020) Ajayi (2020) argues that....
Two authors (Ajayi & Aligba, 2020) According to Ajayi and
Aligba (2020)
Three to five authors (Ajayi, Denga, Achor & Aligba,
2020)
Research by Ajayi, Denga,
Achor & Aligba (2020)
shows that...
Six or more authors (Ajayi et al. 2020) Ajayi et al. (2020) proved
that
Organization (Benue State University, 2019) Advice from Benue State
University (2019) states
that
Note: et al. should always be used for in-text citations where there are six or more authors;
where there are between three and five authors, all surnames are given in the first citation and
et al. can then be used for any subsequent citations. For two authors, both surnames are
always given in the citation.
Referencing
The reference list All references or information sources cited in any written work (i.e.
essays, reports, research papers, etc.) need to be listed in a reference list on a separate page at
the end of your assignment, headed ‘References’ or ‘Reference List’. The reference list

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provides all the details necessary for the person reading and/or marking the assignment to
locate and retrieve any information source cited. An accurate and properly constructed
reference list provides credibility to the written work it accompanies.
Basic rules for referencing are:
1. The reference list is arranged in alphabetical order of the authors’ last names.
2. If there is more than one work by the same author, order them by publication date –
oldest to newest (therefore a 2004 publication would appear before a 2008 publication).
3. If there is no author the title moves to that position and the entry is alphabetized by
the first significant word, excluding words such as “A” or “The”. If the title is long, it may
be shortened when citing in text.
4. Use “&” instead of “and” when listing multiple authors of a source.
5. The first line of the reference list entry is left-hand justified, while all subsequent lines
are consistently indented.
6. Capitalise only the first word of the title and of the subtitle, if there is one, plus any
proper names. i.e. only those words that would normally be capitalised.
7. Italicize the title of the book, the title of the journal/serial and the title of the web
document.
8. Do not create separate lists for each type of information source. Books, articles, web
documents, brochures, etc. are all arranged alphabetically in one list.
How to reference a book
1. Author/s or Editor/s last name (surname) appears first, followed by initials (Bloggs, J.).
2. Year of publication in brackets (2010).
3. Full title of the book. Capitalise only the first word of the title and the subtitle, if any,
and proper names. Italicize the title. Use a colon (:) between the title and subtitle.

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4. Include the edition number, if applicable, in brackets after the title or subtitle (3rd ed.)
or (Rev. ed.). Note: No full stop, after the title, if there is an edition.
5. Place of publication. Always include the city and 2-letter state code when published
inside the USA, and the city & country, if published outside the USA (Fort Bragg, CA or
Auckland, New Zealand or Benalla, Australia or Weybridge, England). If there are two or
more places included in the source, then use the first one listed.
6. Publisher’s name. Provide this as briefly as possible. Do not use terms such as
Publishers, Co., or Inc. but include the words Books & Press. If the author and the publisher
are the same, use the word author as the name of the publisher.
Citations and Referencing
The surname(s) of the author(s) and the date of publication are inserted directly into
the text at the point where the author's work is mentioned. The complete citation is included
in the “References” list at the end of the paper. Put parentheses around the author, the date,
or both if they do not form a normal part of the sentence. To ensure your sentence is
grammatically correct, the sentence should be complete without the information contained
within the parentheses.
1. One Author
Insert the author's last name and the date of publication into the text.
Example: In 2006, Ajayi investigated shame resilience theory...........
or Ajayi’s (2006) investigation of shame resilience theory...........
or Shame resilience theory (Brown, 2006). ..... .
Citations in “References” list
Ajayi, V.O. (2006). Shame resiliencetheory: A grounded theory study on women and shame.
Families in Society, 87(1), 43-52. https://doi.org/10.1606/1044-3894.3483
2. Two Authors
When there are two authors always cites both surnames.

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Citations in “References” list
Ajayi, V.O., & Cosmides, L. (2006). The evolved architecture of hazard management: Risk
detection reasoning and motivational computation of threat magnitudes. Behavioral
and Brain Sciences, 29(6), 631-633. https://doi.org/10.1017/S0140525X06009538
3. More than Two Authors
When there are more than two authors, cite the first author’s surname followed with “et al.”
(which is Latin for "and others"). NOTE: that "et" is not followed by a period, but "al" is.
Parenthetical citation: In an earlier study (Tooby & Cosmides, 2006).........
Narrative citation: An earlier study by Tooby and Cosmides (2006)
Parenthetical citation: The results were supported by a later discovery (Talhelm et al., 2015)
that showed..........
Narrative citation: Talhelm et al. (2015) discovered .......
Citations in “References” list:
Talhelm, T., Haidt, J., Oishi, S., Zhang, X., Miao, F.F., & Chen, S. (2015). Liberals think
more analytically (more ‘WEIRD’) than conservatives. Personality and Social
Psychology Bulletin, 41(2), 250-267. https:// doi.org/10.1177/0146167214563672
How to reference books, chapter in an edited book, journal articles, web page and online
report or document are as in table 2.
Referencing Format/Examples
Books
Format Surname and initials of author/s (Publisher year). Title of book
in italics. (Edition if later than 1st). Place of Publication:
Publisher.
Example Ajayi, E.E., & Aligba, S.O. (2020). Fundamental issues in
research methodology. (2nd ed.). Makurdi: Heritage
Publisher.
Chapter in an edited book
For books where each chapter is written by a different author, you need to reference the
individual chapters within the complete books:
Format Surnames and initials of chapter author/s (Publisher
year).Chapter title. In Initials and surnames of editor/s (Ed.),
Title of book in italics (page numbers of whole chapter). Place
of publication: Publisher

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Example Ajayi, E.E., & Aligba, S.O. (2020). Psychometrics in
educational settings. In A. Ali & E. Haruna (Eds.),
Applied research: Practical applications of research
theory (pp. 123-143). Makurdi: Prestige Publishing
Limited
Journal articles
Format Surnames and initials of chapter author/s (Publisher year).
Title of article. Title of journal in italics, Volume number in
italics (issue number), first page number-last page number.
Example of article with 1-7
authors
Ajayi, E.E., Zaria, L.I., Alachi, V.O., Ali, A.A., James, K.L.,
Fabunmi, B.B., & Ajayi, V.O. (2021). Improving
upper basic students’ critical thinking in social studies
using PEDDA and IEPT instructional strategies.
International Journal of Literacy and Education,
1(1), 22-28.
Example of article with 8 or
more authors
Ajayi, E.E., Achor, E.E., Otor, E.E., Aboho, D.A., Ali, A.A.,
Ademola, A.S., ...... & Ajayi, V.O.(2018). Effects of
experiential and inquiry teaching strategies on upper
basic students’ achievement in social studies. Journal
of Education, Benue State University Makurdi, 18(1),
119-129.
Example of article with doi Ajayi, E.E. (2017). Do guided and structured inquiry
instructional strategies have any comparative effects on
students’ achievement in basic science and technology?
A field report. Journal of Education and Practice,
8(33), 81-88. doi: 10.1515/JEP.20910.099
Web pages
Format Organisation name or surname and initials of author/s
(Publisher year).Title of report. Retrieved from URL.
Examples Ajayi, E.E. (2020). Social studies and emotional intelligence.
Retrieved from http://www.journalss.com/articles/sonce.
American Psychological Association (APA) (2010). Code of
Ethics and conduct. Retrieved from
htps://apa.org.uk/news-and policy/code-ethnics
Online report/document
Format Organisation name or surname and initials of author/s
(Published year). Title of report. Retrieved from URL.
Example National Cancer Institute. (2020). Taking part in cancer
treatment research studies (Publication no 16-8931). U.S.
Department of Health and Human Services, National
Institute of Health. Retrieved from
https://www.cancer.gov/publications/patienteducation

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Table
A table concisely presents information (usually numbers) in rows and columns. In other
words, tables are usually displays composed of columns and rows in which numbers, text, or
a combination of numbers and text are presented. There are many common kinds of tables,
including demographic characteristics tables, correlation tables, factor analysis tables,
analysis of variance tables, and regression tables. APA style tables have the following basic
components:
• Table number: The table number (e.g., Table 1) appears above the table title and body in
bold font. Number tables in the order in which they are mentioned in your paper.
• Title: The table title appears one double-spaced line below the table number. Give each
table a brief but descriptive title, and capitalize the table title in italic title case.
• Headings: Tables may include a variety of headings depending on the nature and
arrangement of the data. All tables should include column headings, including a stub
heading (heading for the leftmost, or stub, column). The heading ''variable is often used
for the stub column if no other heading is suitable.
• Use no vertical lines and as few horizontal lines as possible (three horizontal lines).
The following is an example of APA table;
Table 1:
Mean Academic Performance and Standard Deviation Scores of Students Taught ED 224
using Computer-mediated PEDDA and Discussion Strategy
Group N Pre-test Post-test Mean Gain
within Group
Computer-mediated
PEDDA
141 12.29 1.27 42.71 2.12 30.42
Discussion 145 12.30 1.26 30.28 1.98 17.98
Mean diff.
between Groups -0.01 12.43 12.44

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Data presentation, Analysis, Interpretation and discussion with any statistical tools of
your choice
• In an APA style article, simple results are most efficiently presented in the text, while
more complex results are most efficiently presented in graphs or tables.
• APA style includes several rules for presenting numerical results in the text. These
include using words only for numbers less than 10 that do not represent precise statistical
results, and rounding results to two decimal places, using words (e.g., ''mean'') in the text and
symbols (e.g., ''M'') in parentheses.
• APA style includes several rules for presenting results in graphs and tables. Graphs
and tables should add information rather than repeating information, be as simple as possible,
and be interpretable on their own with a descriptive caption (for graph) or a descriptive title
(for tables)
Statistical methods involved in carrying out a study include planning, designing,
collecting data, analysing, drawing meaningful interpretation and reporting of the research
findings. The statistical analysis gives meaning to the meaningless numbers, thereby
breathing life into a lifeless data. The results and inferences are precise only if proper
statistical tests are used. Once you have conducted your descriptive statistical analyses, you
will need to present them to others. Descriptive statistical results may be presented in writing,
in graphs, and in tables following American Psychological Association (APA) guidelines.
These principles can be adapted easily to other presentation formats such as posters and slide
show presentations.
Presenting descriptive statistics in writing: Recall that APA style includes several
rules for presenting numerical results in the text. These include using words only for numbers
less than 10 that do not represent precise statistical results and using numerals for numbers 10
and higher. However, statistical results are always presented in the form of numerals rather
than words and are usually rounded to two decimal places (e.g., “2.00” rather than “two” or

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“2”). They can be presented either in the narrative description of the results or
parenthetically—much like reference citations. When you have a small number of results to
report, it is often most efficient to write them out. Here are some examples:
The mean age of the participants was 22.43 years with a standard deviation of 2.34.
Among the participants with low self-esteem, those in a negative mood expressed stronger
intentions to have unprotected sex (M = 4.05, SD = 2.32) than those in a positive mood (M =
2.15, SD = 2.27).
The treatment group had a mean of 23.40 (SD = 9.33), while the control group had a mean of
20.87 (SD = 8.45).
The test-retest correlation was .96.
There was a moderate negative correlation between the alphabetical position of respondents’
last names and their response time (r = −.27).
Notice that when presented in the narrative, the terms mean and standard deviation are
written out, but when presented parenthetically, the symbols M and SD are used instead.
Notice also that it is especially important to use parallel construction to express similar or
comparable results in similar ways. The third example is much better than the following
nonparallel alternative:
The treatment group had a mean of 23.40 (SD = 9.33), while 20.87 was the mean of the
control group, which had a standard deviation of 8.45.
Presenting descriptive statistics in graphs: If you have a large number of results to
report, you can often do it more clearly and efficiently with a graph. When you prepare
graphs for an APA-style research report, there are some general guidelines that you should
keep in mind. First, the graph should always add important information rather than repeat
information that already appears in the text or in a table. (If a graph presents information
more clearly or efficiently, then you should keep the graph and eliminate the text or table.)

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Second, graphs should be as simple as possible. For example, the Publication
Manual discourages the use of color unless it is absolutely necessary (although color can still
be an effective element in posters, slide show presentations, or textbooks.) Third, graphs
should be interpretable on their own. A reader should be able to understand the basic result
based only on the graph and its caption and should not have to refer to the text for an
explanation.
There are also several more technical guidelines for graphs that include the following:
1. Layout
1. The graph should be slightly wider than it is tall.
2. The independent variable should be plotted on the x-axis and the
dependent variable on the y-axis.
3. Values should increase from left to right on the x-axis and from
bottom to top on the y-axis.
2. Axis Labels and Legends
1. Axis labels should be clear and concise and include the units of
measurement if they do not appear in the caption.
2. Axis labels should be parallel to the axis.
3. Legends should appear within the boundaries of the graph.
4. Text should be in the same simple font throughout and differ by no
more than four points.
3. Captions
1. Captions should briefly describe the figure, explain any
abbreviations, and include the units of measurement if they do not
appear in the axis labels.
2. Captions in an APA manuscript should be typed on a separate page
that appears at the end of the manuscript.
Statistical tool
Statistics is a branch of science that deals with the collection, organization, analysis of
data and drawing of inferences from the samples to the whole population (Winters, Winters
& Amedee, 2015). This requires a proper design of the study, an appropriate selection of the
study sample and choice of a suitable statistical test. An adequate knowledge of statistics is
necessary for proper designing of an epidemiological study or a clinical trial. Improper
statistical methods may result in erroneous conclusions which may lead to unethical practice.

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Descriptive and Inferential Statistics
Descriptive statistics try to describe the relationship between variables in a sample or
population. Descriptive statistics provide a summary of data in the form of mean, median and
mode. Inferential statistics use a random sample of data taken from a population to describe
and make inferences about the whole population (Sprent, 2019). It is valuable when it is not
possible to examine each member of an entire population.
Descriptive statistics: The extent to which the observations cluster around a central location is
described by the central tendency and the spread towards the extremes is described by the
degree of dispersion.
Measures of central tendency: The measures of central tendency are mean, median
and mode. Mean (or the arithmetic average) is the sum of all the scores divided by the
number of scores. Mean may be influenced profoundly by the extreme variables.
Inferential statistics: In inferential statistics, data are analysed from a sample to make
inferences in the larger collection of the population. The purpose is to answer or test the
hypotheses. A hypothesis (plural hypotheses) is a proposed explanation for a phenomenon.
Hypothesis tests are thus procedures for making rational decisions about the reality of
observed effects.
Probability is the measure of the likelihood that an event will occur. Probability is quantified
as a number between 0 and 1 (where 0 indicates impossibility and 1 indicates certainty). In
inferential statistics, the term ‘null hypothesis’ (Ho ‘H‑naught,’ ‘H‑null’) denotes that there is
no relationship (difference) between the population variables in question (Kaur, 2018).
Alternative hypothesis (H1 and Ha) denotes that a statement between the variables is
expected to be true (Satake, 2017).

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Analysis of Variance
The Student’s t-test cannot be used for comparison of three or more groups. The
purpose of ANOVA is to test if there is any significant difference between the means of two
or more groups. In ANOVA, we study two variances (a) between-group variability and (b)
within-group variability. The within-group variability (error variance) is the variation that
cannot be accounted for in the study design. It is based on random differences present in our
samples.
However, the between-group (or effect variance) is the result of our treatment. These
two estimates of variances are compared using the F-test.
Repeated measures analysis of variance As with ANOVA, repeated measures
ANOVA analyses the equality of means of three or more groups. However, a repeated
measure ANOVA is used when all variables of a sample are measured under different
conditions or at different points in time.
As the variables are measured from a sample at different points of time, the measurement of
the dependent
In conclusion, it is important that a researcher knows the concepts of the basic
statistical methods used for conduct of a research study. This will help to conduct an
appropriately well-designed study leading to valid and reliable results. Inappropriate use of
statistical techniques may lead to faulty conclusions, inducing errors and undermining the
significance of the article. Bad statistics may lead to bad research, and bad research may lead
to unethical practice. Hence, an adequate knowledge of statistics and the appropriate use of
statistical tests are important. An appropriate knowledge about the basic statistical methods
will go a long way in improving the research designs and producing quality medical research
which can be utilised for formulating the evidence-based guidelines.

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Reference
Winters R., Winters A,. Amedee R.G. (2015). Statistics: A brief overview. London: Ochsner
Publisher.
Sprent P. (2019). Statistics in medical research. England: Swiss Med Wkly.
Kaur, S.P. (2018). Variables in research. Indian Journal of Research in Medical Science,
4(1), 36-42.
Satake E.B. (2017). Statistical methods and reasoning for the clinical sciences evidence-
Based Practice. San Diego: Plural Publishing, Incorporation.

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1. Ogbeba, J., & Ajayi, V.O. (2016). Effect of hands-on activities on achievement and retention of senior
secondary chemistry students in stoichiometry. Journal of the International Centre for Science,
Humanities and Education Research, 2(2), 54-59.
2. Ajayi, V.O. (2017). Effect of hands-on activity-based method on interest of senior secondary
students in organic chemistry. Scholarly Journal of Education, 6(1), 1-5.
3. Ajayi, V.O. (2017). Relationship between teachers’ content knowledge, qualifications, experience
and students’ achievement in chemistry. Scholarly Journal of Education, 6(1), 14-20.
4. Ajayi, V.O., & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’
achievement in stoichiometry using hands-on activities. American Journal Educational Research,
5(8), 839-842.
5. Ogbeba, J., & Ajayi, V.O. (2017). Effect of hands-on activities on skills acquisition of senior secondary
students in physical chemistry. Nnamdi Azikiwe University, Journal of Science, Technology and
Mathematics Education, 2(1), 40-50.
6. Ajayi, V.O., & Ogbeba, J. (2017). Effects of hands-on activity-based and demonstration methods
on senior secondary students’ achievement in physical chemistry. University of Jos, Institute of
Education Journal of Educational Studies, 9 (1), 521-533.
7. Ajayi, V.O., Achor, E.E., & Agogo, P.O. (2017). Comparative effects of collaborative concept mapping
and concept mapping instructional strategies on students’ achievement and retention in redox
reactions. Journal of Education, Benue State University Makurdi, 17(3), 67-74.
8. Ajayi, V.O., Achor, E.E., & Agogo, P.O. (2017). Use of ethnochemistry teaching approach and
achievement and retention of senior secondary students in standard mixture separation
techniques. Journal of the International Centre for Science, Humanities and Education Research,
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9. Ajayi, V.O., & Angura, M.T. (2017). Improving senior secondary students’ retention in electrolysis
using collaborative concept mapping instructional strategy (CCMIS). Greener Journal Educational
Research, 7(6), 087-092.
10. Ajayi, V.O., Agamber, S.T., & Angura, M.T. (2017). Effect of gender on students’ interest in standard
mixture separation techniques using ethnochemistry teaching approach. Sky Journal of Educational
Research, 5(5), 053-059.
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engagement and communication: A case study of senior secondary schools in Ekiti State, Nigeria,
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strategies have any comparative effects on students’ achievement in basic science and technology?
A field report. Journal of Education and Practice, 8(33), 81-88.
13. Ajayi, E.E., Aboho, D.A., & Ajayi, V.O. (2018). Effects of experiential and inquiry teaching strategies
on upper basic students’ achievement in social studies. Journal of Education, Benue State
University Makurdi, 18(1), 119-129.

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14. Ajayi, V.O. (2018). Improving senior secondary students’ self-efficacy belief in organic chemistry
using Kolb’s and 5E’s learning models. Journal of Education, Benue State University Makurdi, 18(2),
219-230.
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education certificate examination as a predictor of their performance in biology in senior secondary
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students’ academic performance in chemistry? A field report. Journal of Education, Benue State
University Makurdi, 20(1), 1-10.
20. Ajayi, V.O., Achor, E.E., & Otor, E.E. (2020). What kind of professional development activities and
motivations do science teachers need for effective job performance? Towards education for
sustainable development. Journal of Education, Benue State University Makurdi, 20(1), 34-44.
21. Uyeh, T.D., Tor-Anyiin., & Ajayi, V.O. (2020). Is there any relationship between emotional
intelligence and career performance of academic staff of public colleges of education in Benue
State, Nigeria? A field report. Journal of Education, Benue State University Makurdi, 20(1), 120-130.
22. Ajayi, V.O., Achor, E.E., & Otor, E.E. (2020). Do predict-explain-observe-explain and Vee heuristic
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23. Achor E, E., Ajayi, V.O., Ikwu, A. G., Onyeche, E.I. (2020). A survey of teachers’ challenges of
assessing domains of educational objectives and bloom’s taxonomy levels in Social Studies in Benue
State, Nigeria. Journal of the International Centre for Science, Humanities and Education Research,
4(3), 71-83.
24. Ajayi, V.O., Achor, E.E., & Otor, E.E. (2020). Effect of organic chemistry pedagogies with PEOE, VH
and discussion strategies on students’ achievement in Ekiti State, Nigeria. International Journal of
Education and Learning, 2(2), 96-104.
25. Ajayi, V.O., & Audu, C.T. (2020). In search of viable pedagogy in chemistry that could improve
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(POE2WE) or discussion strategies? Kogi State University Journal of Education, 1(1), 12-20.

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26. Ajayi, V.O., & Ogbeba, J. (2021). Possibility of improving students’ engagement and academic
performance in chemistry using three-dimensional puzzle-based instructional strategy: A field
report. Kogi State University Journal of Education, 1(2), 30-42.
27. Ajayi, V.O., & Achor, E.E. (2021). Is there any possibility of enhancing students’ metacognitive
awareness in chemistry in Ekiti state, Nigeria using predict-explain-observe-explain and Vee
heuristic strategies? A field report. International Journal of Literacy and Education, 1(1), 28-34.
28. Ajayi, E.E., Zaria, L.I., Alachi, V.O., & Ajayi, V.O. (2021). Improving upper basic students’ critical
thinking in social studies using PEDDA and IEPT instructional strategies. International Journal of
Literacy and Education, 1(1), 22-28.
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package and students' learning outcomes in Chemistry in Nigeria. Journal of Humanities and
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teaching quality and students' learning outcomes in Chemistry. Open Journals of Education
Development, 2(2), 56-67.
31. Ajayi, V.O. (2021). Design and utilization of Collaborative Predict-Explain-Observe-Explain (CPEOE)
instructional package and students' learning outcomes in Chemistry in Nigeria. Open Journals of
Education Development 2(1), 34-44.
32. Ajayi, V.O. (2021). Sequential instructional strategies and students' self-confidence and problem
solving ability in Chemistry. Journal of Education, Kogi State University Anyigba, 2(1), 40-42.
33. Ajayi, J.A., & Ajayi, V.O. (2021). In search of viable pedagogy that could improve Bamidele Olumilua
University of Education, Science and Technology undergraduate students’ academic performance in
Educational Technology: A consideration of computer-mediated PEDDA or discussion strategy?
Journal of the International Centre for Science, Humanities and Education Research, 2(3), 12-24.
Check my research work on; https://www.ssrn.com/author=2731803
A. Project/Dissertation/Thesis (Unpublished)
1. Ajayi, V.O. (2010). Perceived areas of difficulties in senior secondary school Chemistry syllabus in Ado
Local Government Area of Ekiti State. Unpublished B.Sc. Project, University of Nigeria, Nsukka.
2. Ajayi, V.O. (2015). Effect of hands-on activities on achievement and retention of senior secondary
chemistry students in stoichiometry in Zone C of Benue State. Unpublished M.Ed. Dissertation,
Benue State University, Makurdi
.
3. Ajayi, V.O. (2019). Effects of predict-explain-observe-explain and Vee heuristic strategies on
students’ achievement, metacognitive awareness and self-efficacy belief in organic chemistry in Ekiti
State, Nigeria. Unpublished PhD. Thesis, Benue State University, Makurdi.