Teacher's Inclusion of Flood-Risk Awareness Concepts in The Teaching of Mathematics to Foster Flood Preparedness

Flooding is one of the hot issues in the world today. This issue needs to be translated to the upcoming generation through the school system. The various subjects in the school system are the vehicles through which this could be achieved. It is on this regard that the study examines the level of inclusion of Flood-Risk Awareness concepts in the teaching of mathematics to foster flood preparedness in the Yenagoa Local Government Area of Bayelsa State. Three objectives, research questions and hypotheses guided the study. A descriptive survey design was used for the study. The study population comprised two hundred and thirty-six (236) teachers teaching mathematics in Yenagoa Local Government Area of Bayelsa State for the 2025/2026 academic session. The sample consisted of 236 teachers, and the census sampling technique was used for the study. The instrument used for data collection was a teacher questionnaire on the Inclusion of Flood-Risk Awareness concept in Teaching Mathematics (IFRACTM). The Cronbach coefficient alpha formula was used to determine the reliability index of the instruments, while the validity was ascertained by experts. Data collected were analyzed using mean, standard deviation for teachers’ responses on flood inclusion in mathematics teaching and chi-squared and independent t-test were used to test the hypotheses at a 0.05 level of significance. The findings indicated that teachers hardly include the Flood Risk Awareness concept in the teaching of mathematics. The findings of the study also indicated that there was no significant difference between the responses of male and female teachers and those of urban and rural teachers. It was concluded that mathematics teachers should include Flood-Risk Awareness concepts in relevant mathematics lessons.