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All Journal Journal of Research in Environmental and Science Education
Edidiong E. Ukoh
Department of Science and Technology Education, University of Ibadan, Ibadan, Nigeria
Education Environmental Science Social Sciences Other

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An Observational Study of Teaching Methods in Secondary School Science Classrooms Edidiong E. Ukoh; Adeniyi Michael Adeduyigbe; Alice M. Olagunju
Journal of Research in Environmental and Science Education Vol. 3 No. 2 (2026): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v3i2.49

Abstract

Science education plays a critical role in developing learners’ problem-solving, inquiry, and critical thinking skills. However, despite calls for student-centered and technology-enhanced methods, teacher-centered methods, particularly lecture-based instruction, still dominate the science classroom. While such methods ensure curriculum coverage, they often limit opportunities for active engagement, collaboration, and deeper conceptual understanding. This study, therefore, investigates the teaching methods most commonly used in secondary school science classrooms, examining the prevalence of teacher-centered, student-centered, and technology-enhanced instructional strategies. The instrument used was the Science Classroom Instruction Observation Sheet (SCIOS). Data were collected from 80 observed lessons in public and private schools. The findings revealed that lecture-based instruction dominates science classrooms, while student-centered methods such as small-group discussions, desk work, and student presentations remain infrequent, rarely exceeding five observations per interval. Additionally, technology-enhanced strategies, including multimedia and digital simulations, were among the least observed, appearing in fewer than three intervals on average. The heavy reliance on teacher-centered instruction, while effective for content delivery, raises concerns about its impact on student engagement and inquiry-based learning. These findings emphasize the need for a more balanced instructional approach that integrates interactive, student-driven strategies to enhance science education.
Influence of Students’ Attitudes, Interests, Mathematical Background, and Perception of Teacher Behaviour on Physics Achievement in Secondary Schools Edidiong E. Ukoh
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.25

Abstract

This study investigates the influence of students’ attitudes, interests, mathematical backgrounds, and perceptions of their teachers’ behavioral patterns on their academic achievement in physics among senior secondary school students in Ibadan, Nigeria. Using an ex post facto research design, data were collected from 200 students through a Physics Achievement Test (PAT) and the Attitude, Interest, Mathematical Background, and Students’ Perception Questionnaire (AIMSQ). Descriptive and inferential statistical methods, including multiple regression analyses, were employed to evaluate relationships between the independent variables and students’ physics achievement. The findings revealed that students’ attitudes toward physics had a significant positive relationship with their achievement (β = .369, t = 4.000, p = .0001), as did their interest in physics (β = .785, t = 3.035, p = .0028). Students’ perceptions of their teachers’ behavioral patterns also showed a moderate but significant relationship with achievement (β = .183, t = 2.179, p = .0307). However, students’ mathematical backgrounds were not a statistically significant predictor of physics performance (β = .046, t = .496, p = .6206). The results underscore the importance of fostering positive attitudes and sustained interest in physics, enhancing teacher-student interactions, and providing supportive learning environments to improve students’ academic performance. Recommendations for improving physics education outcomes include professional development for teachers, integration of practical applications, strengthening mathematical skills, and enhancing motivational programs for students. The study concludes by emphasizing the need for a multifaceted approach to address the factors influencing students’ performance in physics and promote national scientific literacy and technological advancement.
Co-Authors Adeniyi Michael Adeduyigbe Alice M. Olagunju