Assessing the Role of School Science Culture in Shaping Students’ Scientific Identity in Anambra State

This study assessed the role of school science culture in shaping the scientific identity of secondary school students in Anambra State, Nigeria. Scientific identity, the degree to which a student sees themselves as a science person, is a robust predictor of persistence in science education and career pursuit; however, its cultivation through institutional science culture has been underexplored in the South East Nigerian context. A mixed-methods convergent design was employed. Quantitative data were collected from 400 SS2 students in 10 secondary schools across Awka South, Onitsha North, and Nnewi South Local Government Areas using a validated School Science Culture Scale and a Scientific Identity Questionnaire, both with reliability above 0.80. Qualitative data were gathered through 30 semi-structured student interviews. Structural Equation Modelling confirmed that school science culture, operationalised as teacher enthusiasm, peer science engagement, visibility of science achievements, and laboratory access, significantly predicted scientific identity formation. Thematic analysis of interviews revealed that visible science success stories within the school community were particularly identity-affirming for students. The study fills a critical gap in the Nigerian science identity literature and recommends deliberate cultivation of school science cultures through recognition events, science mentoring, and physical displays of student science achievement. Keywords: scientific identity, school science culture, secondary students, Anambra State, mixed methods.