ASSESSMENT OF TEACHERS’ QUALIFICATION AND TEACHING EXPERIENCE IN INTEGRATED SCIENCE CLASSROOMS IN SELECTED SECONDARY SCHOOLS IN ABUJA.

This study assesses the influence of teachers’ academic qualifications and teaching experience on students’ academic performance in Integrated Science at the junior secondary school level in selected secondary schools in Abuja. The motivation for the study stems from the increasing concern about students’ low performance in science subjects and the need to explore whether the professional background or experience of science teachers plays a contributory role. A descriptive survey research design was adopted, and data were collected using structured questionnaires and academic performance records of students, while the sample was selected using stratified random sampling across five selected schools. Descriptive statistics (mean and standard deviation) and inferential statistics (t-test and Cronbachs Alpha method) were used to analyze the data. Findings revealed that both teachers’ qualifications and teaching experience significantly affect students’ performance in Integrated Science. Students taught by well qualified and experienced teachers performed better academically than those taught by less qualified or less experienced teachers. The study concludes that the academic and professional competence of teachers is a key determinant of student achievement in integrated science. Based on the findings, it is recommended that government and school administrators ensure the recruitment of qualified and experience science teachers. Continuous professional development and science-specific training programs should also be prioritized to enhance teachers’ instructional effectiveness in Integrated Science.