Challenges of Teaching Basic Science in Rural Primary Schools in Kebbi State

This study examined the challenges associated with teaching Basic Science in rural primary schools in Kebbi State, Nigeria. Rural primary education in Nigeria's North West geopolitical zone faces systemic resource deficits that often constrain effective science instruction, with consequences for learners' early scientific literacy. A descriptive survey design was employed, drawing participants from 200 primary school teachers of Basic Science across five rural local government areas in Kebbi State. Structured questionnaires and focus group discussions were used to collect data on infrastructure, teacher qualifications, availability of teaching aids, and community factors. Quantitative data were analyzed using descriptive statistics, while qualitative data from focus groups were subjected to thematic analysis. Results showed that the most prominent challenges included shortage of science kits, untrained or under-qualified teachers, overcrowded classrooms, and irregular school attendance linked to seasonal agricultural activities. Teachers also reported insufficient supervisory support from education authorities. The study concluded that the cumulative effect of these challenges significantly undermines foundational science competency in rural learners. Policy recommendations included deployment of specialised Basic Science teachers, supply of locally sourced learning kits, and community engagement programmes to improve school attendance. Keywords: Basic Science, rural education, primary schools, Kebbi State, teaching challenges.