Teachers’ Perception of Climate Change and its Impact on Teaching and Learning Outcomes in Public Secondary Schools in Eleme Local Government Area of Rivers State, Nigeria

Abstract

This study investigated the teachers’ perception of climate change and its impact on teaching and learning outcomes in public secondary schools in Eleme Local Government Area of Rivers State, Nigeria. The study became necessary following the occurrences of environmental changes and climate-related events such as high temperatures, irregular precipitation patterns and flooding, which have continued to affect school activities, the teaching and learning process, and students’ academic performance. The study was guided by four research questions and two hypotheses tested, aimed at assessing teachers’ level of awareness and perception of climate change, its perceived effects on teaching effectiveness and learning outcomes, and highlighting challenges faced by teachers in adapting instructional practices to climate-related disruptions. The study employed a descriptive survey research design. The population consisted of public secondary school teachers in Eleme, of which a sample of 170 was drawn using the random and stratified sampling technique via the researchers' developed instrument titled Teachers’ Perception of Climate Change Questionnaire (TPCCQ). The instrument was validated by experts, while reliability was established using Cronbach's alpha method, yielding a coefficient above 0.70. Data collected were analysed using the mean and standard deviation to answer the research questions. The results revealed that the teachers possess a moderate to high level of awareness of climate change and perceived it as having significant impacts on school attendance, classroom comfort, instructional time, and students’ concentration and academic achievement. The study further showed that limited and deplorable infrastructure, lack of climate-responsive school policies, and limited professional training on environmental education had a significant effect on effective teaching and learning during climate-related events. However, adaptive teaching strategies and increased environmental awareness were identified as supportive measures for improving learning outcomes. The study concluded that climate change significantly affects teaching and learning processes in public secondary schools in Eleme. It was therefore recommended that educational authorities should integrate climate education into the curriculum, provide teachers with training on climate adaptation strategies, and improve school infrastructure to support resilient learning environments.