The Impact of Teachers’ Variables and School Environment on the Academic Performance of Primary School Pupils in Basic Science in Osun State, Nigeria

Background: The importance of Basic science and Technology to any nation in terms of scientific discoveries and Technology advancement and also in the foundation of science education to pupils, right from their early stage in schools cannot be over emphasized. There are several challenges facing the teaching and learning of the subject in primary schools. Aim: This study investigated the influence of teachers’ variables on lower primary school pupils’ performance in Basic Science in Osun State, Nigeria. Study Design: A descriptive survey research design was adopted for the research. Place and Duration of Study: Department of Institute of Education, Obafemi Awolowo University, Ile-Ife, Nigeria, between November 2018 and November 2021. Methodology: The population for the study comprised of teachers and pupils in both private and public schools. The sample for the study comprised 60 teachers and 300 pupils selected from 30 primary schools, using multistage sampling procedure. From the three senatorial districts in the State, one Local Government Area, 10 primary schools, 10 primary III pupils and two teachers were selected using simple random sampling technique. Three instruments were used for data collection: Questionnaire on Teachers’ Variables and School Environment (QTVSE), Teachers’ Observation Checklist (TOC) and pupils’ results in Basic Science. Data collected were analyzed using frequency counts, percentage, regression analysis and Analysis of Covariance (ANCOVA). Results: The results showed that teachers’ variables and school environment had significant influence on lower primary school pupils’ performance in Basic Science in Osun State, Nigeria (F = 2.485; p < 0.05) and (F = 3.657; p < 0.05) respectively. In addition, the findings showed no significant interaction effect of gender and teachers’ variables on lower primary school pupils’ performance in Basic Science in the study area (F = 0.225; p > 0.05). Conclusion: Teachers’ variables and school environment had influence on lower primary school pupils’ performance in Basic Science in Osun State.