Awareness and Application of Novel Pedagogical Strategies among Senior Secondary School Science Teachers in Suleja Local Government Area, Niger State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026471Abstract
This study examined the awareness and application of novel pedagogical strategies among Senior Secondary School Science teachers in Suleja Local Government Area, Niger State, Nigeria. A survey research design was adopted. A sample of 268 male and female science teachers was randomly selected from public and private secondary schools in Suleja Local Government Area in the 2025/2026 academic session. Data were collected using a researcher-developed questionnaire and the internal consistency of the instrument was established using Cronbach’s alpha, which produced a reliability coefficient of 0.86. Mean scores, percentages, standard deviation, and t-test were used for data analysis. Hypotheses were tested at the .05 level of significance. Findings revealed that many science teachers in Suleja Local Government Area are aware of and apply novel pedagogical strategies for content delivery, though challenges such as overcrowding and limited professional development persist. There was a significant influence of gender (t (75.06) = 9.361; p = .00) and school type (t (114.925) = 2.759; p = .001) on the level of science teachers’ awareness and application of the strategies. It was recommended that school administrators should admit students in proportion to available infrastructure and staffing, in line with the student-teacher ratio stipulated by the National Policy on Education.
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