Attitude and Experience as Influencing Variables of Teachers’ Perception of Difficult Concepts in Primary Science in Ikom Educational Zone, Cross River State, Nigeria: The Need for Curriculum Review

This study investigated primary school teachers’ attitude and teaching experience as some of the variables influencing teachers’ perception of difficult concepts in Primary Science in Ikom Educational Zone of Cross River State. Three null hypotheses were formulated on the basis of the identified independent variables of attitude and years of teaching experience. The teacher variables and perception of difficult concepts in Primary Science Inventory (TVPDCPSI) was developed and used in gathering data from 482 primary school teachers in 33(out of 330) primary schools in the study area as sample, using cluster and random sampling procedures and the ex-post facto design. Generated data were analyzed using population t-test, independent t-test and one way analysis of variance (ANOVA) at .05 alpha levels. It was revealed that teachers found some concepts/topics in the primary science curriculum difficult; and that their attitude and experience/years of service significantly influence their perception of this difficulty. It was concluded that teachers who cultivate negative attitude towards Primary Science, as well as those with less than five (5) years of teaching experience significantly find the teaching of the subject/concepts more difficulty than those who cultivate positive attitude. Recommendations were that compulsory teaching of Primary Science by all primary school teachers should be discouraged, while teachers should be motivated by in-service training for specialization in such specific school subjects, among others.