TEACHERS’ PERCEPTION OF SCIENCE EDUCATION FORPOVERTYERADICATION IN SENIOR SECONDARY SCHOOL, KWARA STATE, NIGERIA

Abstract

This study explores teacher’s perception of science education for poverty eradication in senior secondary. It investigates the causes of poverty and the obstacles that hinder the potential of science education to alleviate it. Conducted in Ilorin, Kwara state, Nigeria, the research engaged 111 secondary school science teachers. One hundred and eleven questionnaires were analyzed using percentage and mean. The results of this study have shown that science education is a catalyst for poverty eradication. In addition, inculcating technical skills in students, developing creative skills of the students, developing entrepreneurship skills of the students, developing vocational skills of the students and problem-solving skills are how science education should be structured to help develop skills to solve real-life problems and generate wealth. Furthermore, the study revealed that technical skills, fostering creativity, developing entrepreneurship abilities, nurturing vocational competencies, and enhancing students' problem-solving capabilities be structured in science education to help develop skills. Moreso, the study concluded that science education plays a pivoted role in poverty eradication and sustainable development, because it underscores the potential that foster indigenous learning, ecocentric perspectives, circular economies, empowerment, and liberation, contingent on addressing associated challenges. The study recommends that valuable insights should be provided into transforming science education to empower students with practical skills for poverty reduction and socioeconomic development.