IMPACT OF TEACHING EXPERIENCE OF CHEMISTRY TEACHERS

.This study examined the impact of teaching experience of chemistry teachers on the teaching and learning process of chemistry in secondary schools in Oredo Local Government Area (LGA) of Edo State, Nigeria. A descriptive survey research design was adopted for the study. The population comprised Senior Secondary School II (SS II) students and chemistry teachers in public secondary schools within the study area. A total sample of 61 students and 20 chemistry teachers was selected using simple random and proportionate sampling techniques. Data were collected using two structured questionnaires designed for teachers and students, respectively. The instruments were validated by experts, and reliability was established using the test retest method. Data collected were analyzed using descriptive statistics such as frequency counts and percentages. Findings revealed that teaching experience significantly enhances chemistry teachers’ instructional effectiveness, classroom management, and ability to explain complex concepts. The results also showed that experienced teachers are more proficient in selecting and using instructional materials, conducting practical lessons, and addressing students’ misconceptions. Furthermore, the availability and effective use of laboratory apparatus were found to positively influence students’ understanding and academic performance in chemistry. The study concluded that teaching experience plays a vital role in improving the quality of chemistry instruction and students’ academic achievement. It was therefore recommended that educational stakeholders prioritize teacher retention, continuous professional development, and adequate provision of laboratory facilities to enhance chemistry teaching and learning outcomes in secondary schools.