A Comparative Analysis of Teachers’ and Students’ Perceptions of Science Teaching Strategies in Private Secondary Schools

Abstract

This study compares how teachers and students in private secondary schools perceive science teaching methods, taking into account the gender of the teachers and the location of the school. A validated questionnaire covering four strategy domains individual differences, collaboration, teaching methodology, and thinking skills was used to gather data from 132 students and 35 science teachers using a quantitative, descriptive-comparative design. The results show persistent perceptual gaps, with teachers reporting greater use of strategies than students. The biggest differences were found in collaborative strategies, indicating low student participation in group-based learning. While student perceptions remained lower across genders, gender comparisons revealed slightly higher teacher self-perceptions among male educators. Persistent gaps were found in urban-rural analyses, which reflected contextual influences on instruction and learning. In order to match instructional goals with student experiences and improve engagement, critical thinking, and the general efficacy of science education in private secondary schools, the study emphasizes the necessity of professional development, reflective teaching techniques, and feedback mechanisms.

Keywords: Collaborative Learning, Teaching Methodology, Thinking Skills, Critical Thinking, Inquiry-Based Learning, Active Learning, Student Engagement, Instructional Practices