Examining Teacher’s Perceptions and Determinants of Difficulty in Teaching Chemistry Concepts

Abstract

The study aims to investigate teacher’s perceptions of difficulty in teaching chemistry concepts with a focus on the variables of gender, experience, and qualifications. One hundred and twelve (112) chemistry teachers were selected from all the schools in Ondo State Nigeria. Sampling approach was done based on gender, level of experience and qualifications. A self-designed questionnaire was used containing 30 chemistry concepts. The instrument was validated and tested for reliability. Findings from the study revealed that teacher’s qualification and experience had a significant effect while gender had no significant effect on teacher’s perceptions of difficulty in Chemistry. Teacher’s reason for their perception were also ranked and analyzed. The findings contributed to a deeper understanding of the multifaceted dynamics shaping teaching practices in Chemistry education.