CHEMISTRY TEACHERS’ PERCEPTIONS OF INNOVATIVE TEACHING METHODS IN KADUNA STATE, NIGERIA

Abstract

This study examined Chemistry teachers’ perceptions of innovative teaching methods in Kaduna State, Nigeria, focusing on their perceived effectiveness, preparedness, available institutional support, and barriers to implementation. A survey design was adopted, involving 95 Chemistry teachers selected from 91 public senior secondary schools across three senatorial districts using stratified sampling. Data were collected using a validated and reliable questionnaire (CTPITMQ; r = 0.80) and analyzed with descriptive statistics and one-sample t-tests at the 0.05 significance level. Findings showed strong positive perceptions of innovative instructional strategies, with teachers affirming their effectiveness in enhancing student engagement, understanding of abstract concepts, and critical-thinking skills. Teachers also reported high levels of preparedness, although the need for additional professional development was evident. Access to instructional technologies was perceived as adequate; however, constraints such as large class sizes, limited laboratory facilities, and time pressures remained major obstacles. All four null hypotheses were rejected, indicating significant relationships between perceptions, preparedness, institutional support, attitudes, and the adoption of innovative methods. The study underscores the need for targeted professional development, improved infrastructure, and administrative support to strengthen the adoption of innovative instructional strategies in Chemistry education.