The relevance of science to national goals, aspirations and economy dictates to a large extent the huge commitment and support which Nations make and give to Science and Technology advancement. It is an essential tool for a Nation‟s progress and development (Chukwuneke, 2006: Akinbobola, 2009, Agboghoroma, 2009). The classification of Nations into Developed, Developing and Under-Developed is based on their Technological Advancement (Agogo, 2009, Maduawesi, Aboho and Okwuedei, 2010). This may be the reason why Achor (2006) and Ada (2008) opined that as a result of the speed at which the world is changing technologically, the need and usefulness of teaching and learning of Science should not be over looked. Students are expected to be trained to discover, invent and be part of this Scientific Community and the Teachers of Science and Technology are the means through which the skills and knowledge get to the learners.
Chemistry is most commonly regarded as the “Central Science” or the “Mother of science” owning to its confluence and influence. Okeke and Ezeannagba (2000) defined chemistry as a branch of science of matter. The relevance of chemistry as a requirement to technological advancement of a nation cannot be underrated (Babalola and Hafsatu, 2015). The Developed Countries forged ahead by recognizing the relevance of Chemistry in their National Economy as it is a core subject in the study of Medicine, Pharmacy, Engineering and Several technologically based courses. Research evidences have proved that Chemistry contributes to quality of life and Nation Building in all aspect. There have been researchers such as Eke (2008), accepting that any Nation aspiring to be scientifically and technologically developed must have adequate level of Chemistry Education.
IMPACT OF 5Es LEARNING MODEL ON QUESTIONING STYLE PREFERENCE AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL CHEMISTRY STUDENTS, KATSINA METROPOLIS, NIGERIA