TEACHERS’ PERCEPTION OF REPOSITIONING BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS IN OYO STATE, NIGERIA

Abstract

The study investigated the perceptions of Basic Science teachers in Junior Secondary Schools in Oyo State, Nigeria. The study adopted a descriptive survey research design. The population for the study comprised all Basic Science teachers in Oyo State. The sample for the study consisted 200 Basic Science teachers. A total of 200 teachers were selected using a multistage sampling procedure and purposive selection, comprising 117 females (58.5%) and 83 males (41.5%) aged between 24 and 56 years. From the three senatorial districts in the state, one local government area each (LGAs) was selected using simple random sampling techniques. In each of the LGAs, 20 junior secondary schools each were selected using simple random sampling technique. One research instrument was used to collect the data. Data were collected using a structured questionnaire and analyzed using percentages and mean scores and t-test and Pearson correlation. Findings revealed that 72% of teachers held positive perceptions towards repositioning Basic Science, with a mean score of 3.36 and a highest item mean of 3.81. No significant differences were observed in perceptions based on teachers' qualifications (NCE mean = 38.7; Degree holders mean = 39.6) or gender (male mean = 34.7; female mean = 35.3). Furthermore, there was no significant correlation between teachers' perceptions and making Basic Science relatable to students' daily lives (r = 0.058, p > 0.05). The study concluded that while the majority of teachers have positive perceptions towards repositioning Basic Science, gender and qualification do not significantly influence these perceptions. It is recommended that teachers participate in professional development programs to further enhance the repositioning of Basic Science in Junior Secondary Schools.