Chemistry teachers

This study examined the impact of teaching experience of chemistry teacher son the teaching and learning of chemistry in secondary school in Oredo Local Government. The study adopted percentage statistics to analyze data soured from the field survey. The result showed that teaching experience plate a significant role in enhancing the effectiveness of chemistry instruction in secondary schools. Experienced teachers positively influence student academic performance, interest, and motivation through diverse teaching strategies and practical applications. Both teachers and students recognize the value of experience in simplifying complex topics and improving classroom engagement. Therefore, investing in teacher development and retaining experience educators is crucial for improving chemistry education outcomes. Tye study recommended that schools prioritize the recruitment and retention of experienced chemistry teachers toe nhance student performance. Regular training and professional development programs should be organized to update teachers on effective instructional strategies and laboratory practices. School administrators should encourage experienced teachers to mentor less experienced colleagues for skill transfer and improved teaching quality. Curriculum planners should integrate more hands-on and student- centered activities to sustain interest and motivation in chemistry learning.

Having more individuals study and graduate in the field of chemistry well knowledgeable and competent enough to discover and manage the natural assets of the nation is dependent on how effective they were taught at the secondary school level. This study investigated the common difficulties encountered in the teaching of chemistry in senior secondary schools, using senior schools in Egor Local Government Area, Benin City, Edo State as a case study. To achieve the purpose of the study, three research questions were raised and examined and data was collected from twenty-four (24) respondents drawn from 19 schools in Egor Local Government Area OF Edo State using questionnaire as the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of data was done using mean, standard deviation and independent t-test. The findings from the study reveal that the top 3 common difficulties encountered in the teaching of chemistry in secondary schools in Egor Local Government Area of Edo State includes: scarcity of chemistry teachers; insufficient number of technology equipment; and unavailability of standard and functional laboratory. It also revealed that the difficulties are not significantly different by the sex of the teacher. Some recommendations were made which include: each school should have well-equipped laboratories with the basic conveniences like an electrical supply, a fire extinguisher, and a water system, to name a few; Chemistry teachers should employ the student-centred approach in the teaching of chemistry as it increases the engagement and motivation of the student; Chemistry teachers should be sponsored to in-service training programs that encompass conferences, seminars, and workshops to enhance their professional growth.