Extent of Teachers Related Factors on Learning of Science Among Senior Secondary School Students in Ibadan South East Local Government Area, Ibadan, Oyo State

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 teacher-
related 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