Survey of Science Teachers’ Use of Innovative Methods of Teaching

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186

Survey of Science Teachers’ Use of Innovative Methods of Teaching

 Apochi, M. A. and Okpaje, O. Joseph
Department of Science and Environmental Education, Faculty of Education, University of Abuja, Nigeria

Abstract: This paper investigated science teachers use innovative teaching methods in FCT senior secondary Schools, Abuja. Descriptive survey research design was adopted for the study. A sample of 242 was selected from the population of science teachers using simple random sampling technique. Three research questions and two hypotheses guided the study. A structured questionnaire made up of 30 items was used for the purpose of data collection. The questionnaire was validated by experts in Science Education and a reliability index of 0.91 was obtained using Cronbach Alpha. The data collected were analyzed with SPSS version 23 using mean, standard deviation and the hypotheses were tested using t-test. Findings of the study revealed that the extent to which science teachers in FCT senior secondary schools use innovative teaching methods is high. It was also found that there was no significant difference between male and female Science Teachers’ use of innovative methods of teaching in Senior Secondary Schools of the Federal Capital Territory, Abuja. Based on the findings, it was recommended among others that Science Teachers should be encouraged to increase the use of innovative methods of teaching in senior secondary schools in the Federal Capital Territory, Abuja through attending of conferences, workshops and seminars.

Key Words: Survey, teaching, innovative methods, Science Teachers

I. INTRODUCTION

The quality of education is dependent on the teachers who are the implementers of the curriculum. Therefore, education cannot outgrow the quality and quantity of teachers in our educational system. Aderonmu (2014) cited in Olaiya (2018) pointed out that an effective teacher is one who demonstrates good knowledge of the curriculum, provides instruction in a variety of approaches to various students and measurably increases students’ academic achievement. However, there are several factors that come into play in order for teachers to discharge their duties effectively to bring about the quality of education yearned for by the society. One of those factors is the instructional methods of teaching used by teachers in any discipline, be it Science or Arts. Alabi, Lasisi and Thaddeus (2016) stated that students’ ability to achieve within the classroom setting has been largely adduced to the quality of instruction, personality of the teacher and availability of instructional materials among others

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