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ABSTRACT
This study investigated the effects of inadequate science teachers on students’ academic performance in secondary schools in Ovia North-East Local Government Area of Edo state, Nigeria. The study used a descriptive survey research design and a self-structured questionnaire to collect data from a sample of 200 science students. The data were analyzed using descriptive statistics and an independent sample t-test. The results revealed that students had positive perceptions of the quality and adequacy of science teachers, and that inadequate science teachers negatively affected their academic performance. The results also showed that there was no significant difference in student achievement based on the gender of science teachers. The study concluded that the quality and adequacy of science teachers are important factors for student learning and achievement in science subjects, and recommended further research on the role of teacher gender in science education.
