Extent of Teachers Related Factors on Learning of Science Among Senior Secondary School Students in Ibadan South East Local Government Area, Ibadan, Oyo State
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Date
2025-03
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Journal of Capital Development in Behavioural Sciences Vol. 13 Issue 1 (March, 2025)
Abstract
Science education is essential for equipping students with the skills and knowledge required to thrive in a technology-driven society. However, the learning of science subjects by students often faces numerous challenges. One critical factor that influences students' academic success in science is the role of teachers. Teachers play an important role in shaping students' attitudes, engagement, and overall academic achievement. Factors such as teacher personality, teaching methodology, communication skills, and motivational strategies can significantly affect students' learning outcomes in science. This study investigated the extent to which teacherrelated factors; personality, teaching methodology, communication skills, and motivational strategies enhance learning of science subjects in Senior Secondary Schools within the Ibadan South East Local Government Area, Oyo State, Nigeria. Using a descriptive research design, 200 science students were randomly selected from 10 schools to participate in the study. Data were collected through structured questionnaire titled “Teachers’ Related Factors and Learning of Science Questionnaire (TRFLSQ) of reliability coefficient index of 0.88 and analyzed using descriptive statistics. The findings revealed that all four teacher-related factors moderately enhance learning of science among the students and play a role in improving student outcomes, though to varying extents. The results highlight the importance of teacher-student interactions in science education, while suggesting the need for continuous teacher development in Science education.
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Keywords
Teacher Related Factors, Teacher Personality, Teaching Methodology, Communication Skills, Motivational Strategies, Science Learning.