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Scirj Volume IV, Issue I, January 2016 Edition
ISSN: 2201-2796

The Teacher and the Teaching of Climate Change: A Case Study of Obio-Akpor Local Government Area of Rivers State Nigeria

Agbo Angela Nebechi, Dr. Cecilia O. Okoro

Abstract: The study was a descriptive survey which investigated the factors influencing the teaching of climate change, and how equipped teachers are in terms of knowledge and teaching strategies, in Senior Secondary Schools in Nigeria. The population of the study were Curriculum specialists and the Secondary School teachers in Obio-Akpor Local Government Area. 90 teachers and 10 curriculum specialists formed the sample while four research questions and one null hypothesis guided the study. The instrument used was questionnaire which was developed by the researcher. The reliability coefficient of 0.85 was established using Pearson product moment correlation coefficient analysis. The data collected was analyzed using mean, and standard deviation and Z test was used to test the null hypothesis at 0.05level of significance. Among the findings are those teachers require adequate knowledge and professional skills to teach climate change. Moreover, there is no climate change curriculum in Senior Secondary Schools in Nigeria. It was therefore recommended that teacher education programs should be restructured to include knowledge of climate change and professional skills to teach such practical life experience as Climate change and also develop climate change curriculum at all levels of education in Nigeria.

Reference this Paper: The Teacher and the Teaching of Climate Change: A Case Study of Obio-Akpor Local Government Area of Rivers State Nigeria by Agbo Angela Nebechi, Dr. Cecilia O. Okoro published at: "Scientific Research Journal (Scirj), Volume IV, Issue I, January 2016 Edition, Page 30-35 ".

Search Terms: Climate change; professional skills; Senior Secondary; Teaching; Obio Akpor; Nigeria

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