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There are suggestions that Systems Thinking Approach (STA)-based learning could better students’ appreciation of the subject, extend their knowledge of chemistry concepts and principles and engender global sustainability goals. However, it appears that STA is not visible in chemistry education in Nigeria. The purpose of this study was to determine chemistry teachers’ level of awareness and practice of the Systems Thinking Approach (STA). Four research questions were raised and answered. A total of sixty (60) pre-service and in-service chemistry teachers were randomly sampled from public schools within and around Ibadan, Southwest Nigeria. Two adequately validated response instruments (Teachers’ Awareness of Systems Thinking Approach (TASTA; (α=0.85) and Teachers’ Practice of Systems Thinking Approach (TPSTA; (α=0.77) were administered to the teachers. The data collected were analyzed using descriptive and inferential statistics. Results showed that the levels of chemistry teachers’ awareness and practice of the systems thinking approach are relatively high (normative mean:  = 52.11 and = 37.2 respectively). Pre-service chemistry teachers had a higher level of awareness of STA than in-service chemistry teachers. However, the difference was not significant. Also, chemistry teachers below the age of 30 had significantly higher levels of awareness of STA than teachers who were above 50 years. STA is known and somewhat practiced among chemistry teachers in Ibadan, Oyo state. It is suggested that continuous training should be encouraged especially among in-service and older chemistry teachers for them to keep abreast with the trends in teaching and learning.


Systems Thinking Curriculum Learning Approaches Chemistry Student-Centered Learning

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How to Cite
Idika, M. I. (2023). A Survey Of The Awareness And Practice Of Systems Thinking Approach (Sta) Among Chemistry Teachers In Southwest Nigeria. Benin Journal of Educational Studies, 28(1), 151–160. Retrieved from