Neuroaffective Dimensions of Science Learning: A Theoretical and Empirical Exploration Among Adolescent Students in Nigerian Secondary Schools

This study explored the neuroaffective dimensions of science learning among adolescent students in Nigerian secondary schools, developing an empirically grounded theoretical framework integrating neuroscientific and affective science education perspectives. The role of emotion and affective processing in science learning is increasingly supported by neuroscience research internationally, yet this body of knowledge has not been systematically applied to the Nigerian adolescent science education context. A multi-phase embedded mixed-methods design was used. In phase one, a nationwide survey of 800 SS1 and SS2 students across all geopolitical zones assessed science-related affect, science anxiety, curiosity, and emotional regulation using validated adapted scales. In phase two, 20 selected participants underwent structured observation in laboratory settings where physiological proxies of affective arousal were recorded. Structural Equation Modelling, regression analysis, and narrative case analysis were used. Results confirmed that positive affective states, particularly curiosity and wonder, significantly predicted science engagement and achievement, while science anxiety mediated the effect of teacher behaviour on performance. A Neuroaffective Science Learning Model for Nigerian Adolescents is proposed as the original theoretical contribution of this study. Recommendations include explicit affective dimension integration in Science teacher education and classroom design that prioritises emotional safety and stimulation. Keywords: neuroaffective learning, science emotion, adolescent students, theoretical framework, Nigerian secondary schools.