Forensic Science Activities in Secondary Chemistry Education: A Systematic Review of Pedagogical Approaches and Learning Outcomes in Nigeria

Forensic science activities offer an investigative context for connecting chemical concepts with practical problems, yet their educational value in Nigerian secondary schools requires critical examination. This study examined pedagogical approaches and reported effects of forensic science activities on students’ achievement and interest in secondary school Chemistry education in Nigeria. An evidence searches and narrative synthesis distinguished directly relevant Nigerian research from international contextual literature. Sources were examined according to their educational setting, instructional approach, research design, and outcome measures. The searches did not locate verifiable empirical studies that directly established the pedagogical approaches used or the effects on achievement and interest within Nigerian secondary Chemistry classrooms. International publications illustrated problem-based learning, inquiry-based teaching, contextual learning, and collaborative investigation. Some reported improvements in achievement, chemical literacy, or interest, while others documented motivation, confidence, and classroom engagement. However, differences in populations, settings and measurement restricted the transferability of these findings to Nigeria. Furthermore, achievement was distinguished from perceived learning, and interest was differentiated from motivation, self-efficacy, and participation. The study concluded that the effects of forensic science activities in Nigerian secondary Chemistry education remained undetermined from the verified evidence located. The findings indicated an evidence gap rather than evidence of ineffectiveness. Carefully evaluated classroom trials, controlled achievement studies and follow-up assessments of subject interest were recommended to establish the suitability and educational contribution of forensic science activities in Nigeria.