Awareness of chemistry teachers of gender influence on perceptions and attitudes to green chemistry in Kwara State, Nigeria
Keywords:
Teachers' awareness, Green chemistry concepts, Alternative safer solvent, Traditional volatile solvent, Curriculum.Abstract
Guided by the principles of environmental sustainability, and drawing on extant literature that highlight the limited integration of green chemistry in secondary science education, this study examined the influence of gender on chemistry teachers’ perceptions and attitudes owards green chemistry concepts within the secondary school curriculum in Kwara State, Nigeria. The study employed a descriptive survey research design, utilising proportionate sampling to select a sample of 259 chemistry teachers from the three senatorial districts of the state. Data was collected through two instruments, notably, the Teachers’ Perception of Green Chemistry Concepts (TPGCC) and the Teachers’ Attitudes towards Green Chemistry Concepts (TAGCC). Cronbach’s alpha was used to determine the internal consistency of the instruments, with reliability coefficients of 0.97 and 0.99, res pectively. Data was analysed using the independent samples t-test. The findings indicated no statistically significant difference between male and female teachers in their perceptions and attitudes towards green chemistry. These results suggest that gender does not constitute a determinant factor in shaping teachers’ cognitive or affective dispositions towards environmentally sustainable chemical practices. The study recommended that targeted awareness initiatives and sustained professional development programmes be implemented to enhance teachers’ conceptual understanding and instructional application of green chemistry, thereby promoting environmentally responsible pedagogical practices.
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