Assessment of Student Readiness for Tertiary Science Education Among SS3 Graduates in Anambra State

This study assessed the science readiness of SS3 graduates for tertiary science education in Anambra State, Nigeria. The quality of preparedness among secondary school leavers entering university science programmes has implications for student retention, academic performance, and graduation rates, making it a strategic concern for both secondary and tertiary education stakeholders. A descriptive survey design was employed. The sample comprised 400 fresh 100-level students admitted into science programmes from secondary schools in Awka North, Onitsha South, and Nnewi North Local Government Areas. A Science Readiness Assessment Tool covering factual knowledge, laboratory skills exposure, and academic study habits was developed, validated by university science lecturers, and administered during orientation week. Reliability was 0.78. Data were analysed using mean scores, frequency distributions, and independent samples t-test. Results showed that the majority of students demonstrated below-average laboratory readiness, though factual knowledge scores were moderate. Students from private secondary schools outperformed those from public schools on laboratory skills indices. Study habit scores were uniformly low across categories. Recommendations included mandatory science bridging courses at the tertiary level, strengthening of practical science training in secondary schools, and structured study skills orientation for incoming university Science students. Keywords: science readiness, tertiary education, secondary graduates, Anambra State, academic preparedness.