Edu et al
Greener Journal of Educational Research Vol. 2 (2), pp. 021-026, March 2012
Influence of Academic Qualification and Gender on Teachers' Perception of Difficult Concept in Primary Science in Ikom Educational Zone of Cross River State, Nigeria.
Edu, David O., Edu, Grace O. and I. M. Kalu
1Dept. Of Curriculum & Instructional Technology, Cross River University Of Technology, Calabar.
2Government Secondary School, Uwanse, Calabar
3Department Of Curriculum & Teaching, University Of Calabar, Calabar, Nigeria.
Corresponding Author’s Email: firstname.lastname@example.org
Science and technology education
has continued to occupy the center stage in the
technological development of nations. This realization has
led to huge investments in science education at all levels
of governance in Nigeria. It is however, disheartening, that
despite such efforts by government, performance in basic
sciences has continued to be low. Studies have suggested
that the poor performance in the sciences could be
attributed to perceived difficulty of science concepts on
the part of the teachers. this study sets out to investigate
the role of teachers’ qualification and gender on their
perception of difficult concepts. The study used the expost
facto or comparative design. Out of a population of 5200
teachers, a sample 520 was randomly selected and used for
the study. Two hypotheses were formulated, tested and
analysed using the Analysis of Variance (ANOVA) and
independent t-test. The result showed that teachers’
qualification and gender have no significant effect on their
perception of difficult concepts in Basic science. Based on
the findings, it was recommended among others that the
annual teachers retraining programme of the Cross River
State government should be sustained and the methodology of
teaching perceived difficult concepts in science should
feature prominently in the course content for such
Keywords: Difficult concepts, Qualification, Gender, Science and Technology Education, Curriculum Implementer, Transformation of Society.
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