ABSTRACT
This study is aimed at assessing the learner-related factors influencing the teaching of basic science in junior secondary schools in Egor Local Government Area, Benin City, Edo State. To achieve the purpose of the study, four research questions were raised and examined. Data was collected from one hundred and twenty (120) respondents, randomly selected from 8 junior secondary school in Egor local government area in Benin city. 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 descriptive statistics and mean score. The population of the study comprised of all the students in junior secondary schools in Egor Local Government Area of Edo State. The sample size was made of 120 respondents, which amounted to 8 junior secondary schools. To ensure the content and face validity of the instrument, the draft copy of the questionnaire was given to the project supervisor for proper modification. Based on the super-visional corrections, the final draft was prepared and used for data collection. To ascertain the reliability of the instrument; the researcher conducted a trial testing with 20 junior secondary school students that were not part of the study. 20 copies of the validated instrument was trial tested to generate data used to determine the internal consistency of the instrument.
Thus, based on the findings of the study, the following conclusions were drawn that; learner-related factors such as students lack of interest, student absenteeism, socio-economic status and students’ motivation significantly influence the teaching effectiveness of basic science, the study also revealed that That there is a clear correlation between learner-related factors and academic performance in junior secondary schools in Egor local government area in Edo state. Some of the recommendations made include that schools and teachers should adopt engaging teaching methods, such as the use of experiments, hands-on activities, and real-life applications of science, to ignite and sustain students' interest. Schools should actively engage parents through regular communication, parent-teacher meetings, and workshops to emphasize their role in supporting students' academic pursuits.
