ABSTRACT
This study aimed at examining the difficulties faced by Basic science teachers in teaching basic science in junior secondary schools in Egor Local Government Area, Edo State. To achieve the purpose of the study, four research questions were raised and examined. Data was collected from sixty (60) respondents purposively selected from 30 junior secondary schools in Egor Local Government Area in Edo state. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of data was done using frequency count and simple percentage.
The findings of this study highlight the significant challenges that Basic Science teachers encounter in delivering effective instruction in junior secondary schools within Egor Local Government Area, Edo State, underscoring the need for targeted interventions to enhance teaching effectiveness and student learning outcomes in junior secondary schools in Egor Local Government Area in Edo state. Thus, based on the findings of the study, the following conclusions were drawn that; several critical factors influence the effectiveness of teaching and learning in a classroom, laboratory limitation, large class sizes, syllable constraints and the lack of teacher workshop pose significant challenges to educators restricting there ability to deliver quality instructions. Some of the recommendations made includes that; Education stakeholders should implement policies to reduce class sizes, making it easier for teachers to manage students, engage them effectively, and improve overall academic performance, Government and private organizations should allocate more financial resources to support teachers' professional development, purchase of teaching materials, and improvement of teaching conditions. Regular teacher training and professional development workshops should be provided to equip educators with modern teaching strategies and methodologies.
