https://ojs.universityedu.org/index.php/astemi/issue/feedAnnals of Science, Technology, Engineering, and Mathematics (STEM) Intelligence 2026-08-10T03:05:50+00:00Open Journal Systems<p>Annals of Science, Technology, Engineering, and Mathematics (STEM) Intelligence (ASTEMI) <em>EISSN: 3141-6365 | PRINT ISSN: 3141-6403 </em>is a new academic publication platform, which focuses on complexing knowledge in the main fields of science, technology, engineering, and mathematics. The journal offers the researcher, academics, professionals and students a platform through which they can publish their original findings, theoretical papers, case studies, reviews, and innovations that can solve present-day challenges in science and technology. Through its encouragement of interdisciplinary research, ASTEMI acknowledges that a wide range of real-world challenges demand a multi-disciplinary approach among various STEM disciplines and not a single disciplinary approach. Areas that are probably part of the scope of ASTEMI are applied sciences, engineering design, information technology, data analytics, mathematical education, environmental sustainability, artificial intelligence, and industrial innovation. These kinds of journals are very significant in spreading evidence-based solutions to problems that help in economic growth, advancement of technology and development of education.</p> <p>ASTEMI can also make an impact to the developing countries through promoting researches locally on infrastructure, renewable energy, agriculture, healthcare technologies, and digital transformation. The journal assists in sustainability of research and scholarly credibility through peer review and scholarly standards. Altogether, ASTEMI is a valuable intellectual platform, on which new ideas are exchanged, evaluated, and improved to contribute to the development of STEM fields across the whole world. It may act as a good source of information to policy makers, teachers and industry players who may want to access up to date research-based information.</p>https://ojs.universityedu.org/index.php/astemi/article/view/302Practical biology mock examination as a predictor of secondary school students’ academic performance in biology theory in Nnewi education zone2026-07-23T00:38:27+00:00Juliana Nkiru Nnolijn.nnoli@unizik.edu.ngKenechukwu Joseph Nnaemekajesema@gmail.com<p><em>This study investigated the predictive value of students' practical Biology mock examination scores on their theory performance in Nnewi Education Zone. Five research questions and five null hypotheses, tested at the 0.05 level of significance, guided the research. A correlational survey research design was adopted for the study. The population consisted of 13604 (public: 1918 males and 2049 females; private: 4332 males and 4765 females) Senior Secondary Sschool three (SS 3) students in the public and private secondary schools in Nnewi Education Zone, from which a sample of 727 (390 males and 337 females) SS 3 students was drawn using a multistage sampling procedure. The performance scores of students in the Biology practical and theory mock examination for the 2024/2025 academic session, from the selected schools, were used to collect data for the study. There was no need for instrument validation and reliability tests, since the performance scores were obtained from already existing standardized examination questions. Data were retrieved from the academic records of selected schools after due permission had been sought and obtained from the school authorities. The collected data were analyzed using simple linear and ANOVA regression analyses. The study found that practical mock Biology examination scores are not significant predictors of students’ theory performance. The findings of the study also showed that while gender was not a significant moderator of this predictive relationship, school type was. Based on the findings, it was recommended that while students should adopt study habits that integrate the practical and theoretical aspects in their learning of Biology, Biology teachers should deploy teaching methods in the classroom to facilitate this integration</em></p>2026-07-23T00:00:00+00:00Copyright (c) 2026 Author(s)https://ojs.universityedu.org/index.php/astemi/article/view/305Librarians’ cataloguing interest, skills and behavioural competencies2026-08-10T03:05:50+00:00Chimezie C. OfforPurityinchrist.offor@gmail.comAnthonia Ukamaka Echedomjesemanagement@gmail.com<p><em>Cataloguing is paramount in Nigerian university library services and purely a technical process requiring specialized knowledge and skills, application of standards and protocols, use of technical tools and software, focus on organizing and processing library materials, and emphasis on accuracy, consistency, and quality control. This paper focuses on examining the cataloguing interest, skills and behavioural competencies required by librarians in Nigerian university libraries. Cataloguing interest refers to the driving attraction or enthusiasm for organizing, classifying and making information resources discoverable and retrievable which every librarian requires for greater efficiency. Fundamentally, librarians need adequate skills in cataloguing and metadata processes. This involves application of conceptual frameworks, standards, and principles within a bibliographic system. Additionally, behavioural competency describes both personal attributes that contribute to success in the profession and ways of thinking that can be developed through coursework and employment experience. Some recommendations were made which among others include that constant training and retraining of librarians in order to improve their cataloguing knowledge and that the university libraries should provide adequate cataloguing tools with which the librarians can master the art of cataloguing</em></p>2026-08-10T00:00:00+00:00Copyright (c) 2026 Author(s)