Students’ Perception of Teachers’ Teaching Methods and Academic Interest in Chemistry in Sokoto State

This study investigates students' perception of teachers' teaching methods and their relationship to academic interest in Chemistry among Senior Secondary School Two students in Sokoto State, North West Nigeria. Chemistry education at the secondary level plays a foundational role in preparing students for science-related higher education and careers, yet student interest in Chemistry remains consistently low in many Nigerian schools. The study employs a descriptive survey design with a sample of 320 students from 10 public senior secondary schools in Sokoto North, Wamakko, and Bodinga local government areas. Data were collected using a validated students' perception of teaching methods questionnaire and an academic interest scale. Pearson correlation and multiple regression were applied. The study is grounded in Self-Determination Theory and the Constructivist Learning Theory. It examines perceptions of teacher clarity, use of demonstrations and experiments, questioning techniques, and feedback as predictors of student interest in Chemistry. Findings are anticipated to show that students who perceive their teachers as using interactive and practical teaching approaches report significantly higher levels of academic interest. The study also examines gender differences in Chemistry interest and how they relate to teaching method perceptions. Recommendations target the Sokoto State Ministry of Education and teacher training institutions on improving chemistry pedagogy training, investing in laboratory materials, and promoting inquiry-based learning in secondary science classrooms across North West Nigeria. Keywords: teaching methods, academic interest, Chemistry education, Sokoto State, student perception