Demographic Variables and Adolescents’ Science Academic Engagement in Ibadan, Nigeria

Adolescents’ engagement in science is critical for their academic development and future career pathways. This study examined the influence of key demographic variables on adolescents’ science academic engagement in senior secondary schools in Ibadan, Nigeria. Utilizing a cross-sectional survey design, 227 students were selected via simple random sampling. Data were collected through a researcher‑designed questionnaire assessing science academic engagement, motivation, self‑efficacy, and demographic factors (gender, age, religion, home type, parental education, and school type). Descriptive statistics (frequencies, percentages, means, standard deviations) profiled the sample, while independent‑samples t‑tests tested group differences. Results indicated that students from intact homes and public schools reported significantly higher science academic engagement (p < .05), whereas no significant differences were found based on parental education, gender, age, or religion (p > .05). The findings underscore the importance of family structure and school context in fostering science engagement, suggesting that intact family environments and robust public-school resources enhance students’ motivation and involvement in science learning. These insights highlight the need for educational stakeholders to strengthen family‑school partnerships and improve school environments to support all learners. Further research is recommended to explore these relationships in diverse cultural settings and to develop targeted interventions that boost science engagement among adolescents.