Education Journal, Vol. 3, Issue 4, Dec  2020, Pages 120-130; DOI:

Socio-Scientific Issues in the Curricula: Discovering the Classroom Situation of Nigerian Secondary Schools’ Science Teachers and Students

, Vol. 3, Issue 4, Dec  2020, Pages 120-130.


Etim Justin Mel 1*

1 School of Postgraduate Studies, National Open University (NOUN), Abuja, Nigeria

Received: 25 August 2020; Accepted: 20 September 2020; Published: 9 October 2020

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An investigation was undertaken on “Socio-scientific issues in the curricula: discovering the classroom situation of Nigerian secondary schools science teachers and students”. The main objectives of the study were to determine the perceptions of teachers on the inclusion of socio-scientific issues in the curricula of science. The study also investigated the extent to which the students were willing to study those issues. Moreover, the study found out the effect of type or geographical location of schools on students’ academic performance. Three research questions were formulated along with three hypotheses to guide the study. The research design was partly descriptive and partly inferential; and the population was stratified on the bases of type of school, location and gender of the students and teachers. The sample comprised One hundred and eighty (180) science teachers and three hundred and sixty (360) science students drawn from senior secondary schools in the Federal Capital Territory, Abuja. They were sampled using proportionate sampling technique. The average students’ age was 16 years. The instruments comprised teachers’ perception questionnaire (TPQ), students’ willingness questionnaire on socio-scientific issues and students achievement test on socio-scientific issues in the curricula. Data were collated and analyzed using means and standard deviations inferential statistics of chi-square and analysis of variance were used to test the hypotheses relevant to the study. Results revealed that teachers had positive perceptions about the inclusion of socio-scientific issues in the curricula. The results also showed that students showed strong willingness to study socio-scientific issues. It was similarly discovered that there was significant difference in the performance of the students due to type or location of school. It was recommended that schools should be adequately and equitably funded to addresse the observed gap.


Keyword Perception, Science Curricula, Academic Performance, Attitude


© 2017 by the authors. Licensee International Technology and Science Press Limited. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


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