Influence of Teachers’ Attitude on Students’ Interest in Science Subjects in Secondary Schools in Niger State

This study investigates the influence of teachers' attitude toward science subjects on students' interest in those subjects in senior secondary schools in Niger State, North Central Nigeria. Declining enrolment in science, technology, engineering, and mathematics subjects at the secondary level has been linked partly to poor instructional practices and negative teacher dispositions toward the content they teach. In Niger State, low STEM performance and participation rates have been a recurring concern in state education planning documents. A descriptive survey design was adopted, with questionnaires administered to 360 Senior Secondary School Two students and 80 science teachers across 20 schools in Minna, Bida, and Kontagora. Teacher attitude was assessed using an adapted version of the Revised Science Teaching Attitude Scale, covering enthusiasm, subject confidence, and pedagogical orientation. Student interest in science was measured using a validated interest inventory. Regression and Pearson correlation analyses were applied. Results indicate that teacher enthusiasm and subject confidence are significantly and positively associated with student interest in science. Teachers with negative attitudes toward practical laboratory work were associated with notably lower student interest scores. The study concludes that teacher attitude is a significant mediating factor in science interest development among secondary school students in Niger State. It recommends that the Niger State Science Teachers Association design targeted attitude reorientation workshops, combining subject matter refresher training with pedagogy improvement to rekindle teachers' enthusiasm and professional confidence in science instruction.

Keywords: teacher attitude, science interest, secondary school, Niger State, STEM education.