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

Science education is essential for equipping students with the skills and knowledgerequired to thrive in a technology-driven society. However, the learning of science subjects by students often faces numerous challenges. One critical factor thatinfluences students' academic success in science is the role of teachers. Teachersplay an important role in shaping students' attitudes, engagement, and overallacademic 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, andmotivational strategies enhance learning of science subjects in Senior SecondarySchools within the Ibadan South East Local Government Area, Oyo State, Nigeria.Using a descriptive research design, 200 science students were randomly selectedfrom 10 schools to participate in the study. Data were collected through structuredquestionnaire titled “Teachers’ Related Factors and Learning of ScienceQuestionnaire (TRFLSQ) of reliability coefficient index of 0.88 and analyzed usingdescriptive statistics. The findings revealed that all four teacher-related factorsmoderately enhance learning of science among the students and play a role inimproving student outcomes, though to varying extents. The results highlight theimportance of teacher-student interactions in science education, while suggestingthe need for continuous teacher development in Science education.