FACTORS INFLUENCING TEACHERS EFFECTIVENESS IN BASIC SCIENCE IN PUBLIC SCHOOLS IN OVIA NORTH EAST LGA, EDO STATE

ABSTRACT

This study examined the factors influencing teachers' effectiveness in basic science in public schools in Ovia North East LGA, Edo State. The survey research design was adopted for this study because data was collected from a sample population with specific characteristics. The research questions were asked and answered during the study using simple percentage counting. The population of the study covered all basic science teachers in public secondary schools within the study area. Out of this population, one hundred (100) teachers were selected as the sample for the study using a random sampling technique. The instrument used to collect data for the study was a twenty-item selfstructured questionnaire. On the basis of the findings made in the study, we conclude that teacher training, classroom resources, instructional practices, best teaching methods, and teacher qualifications significantly influence teachers' effectiveness in teaching basic science. The results indicated that teachers who undergo regular training, have access to adequate resources, and implement student-centered teaching methods are more effective in delivering lessons. Additionally, teacher qualifications were found to have a direct impact on instructional quality, with professionally trained teachers demonstrating better engagement and student performance. The implication of this study highlights the need for continuous professional development, provision of adequate teaching resources, and the adoption of effective instructional strategies to enhance basic science education. Conclusively, the results emphasized that teachers with inadequate training and limited resources often face challenges in delivering quality instruction. The researcher recommends that workshops and training programs be organized to improve teachers’ skills and provide them with the necessary tools for effective science instruction.