The Awareness Level and Perception of Secondary School Physics Teachers towards Nanotechnology in Rivers State

Main Article Content

Avwiri, Eseroghene


This paper adopted a descriptive design to investigate the awareness level and the perception of secondary school Physics teachers towards Nanotechnology in Port Harcourt Metropolis of Rivers State. The population of the study was 43 physics teachers comprising of 25 male and 18 female which was used from the 12 public secondary schools in Port Harcourt Metropolis in Rivers State. The instrument for the study was a self- made questionnaire titled, Nanotechnology Questionnaire on Awareness and Perception for Teachers (NQAPT) with a reliability of 0.85 obtained using Cronbach Alpha reliability formula. Two research questions and two null hypotheses guided the study. The research questions were answered using the criterion mean of 2.5 and standard deviation, while the null hypotheses were tested at 0.05 level of significance using t- test. The findings revealed that the awareness level of Nanotechnology among teacher was low and their perception towards nanotechnology was positive. There is no significant difference between the awareness level and perception of the concept of Nanotechnology among male and female senior secondary school Physics teachers. Based on these findings, it is recommended that more awareness on the concept of Nanotechnology be created among secondary school teachers through symposium and science teaching workshop in order to publicize the benefits of nanotechnology to the society.

Nanotechnology, Physics and teachers.

Article Details

How to Cite
Eseroghene, A. (2019). The Awareness Level and Perception of Secondary School Physics Teachers towards Nanotechnology in Rivers State. Asian Journal of Education and Social Studies, 5(4), 1-9.
Original Research Article


Federal Ministry of Education. Senior secondary education curriculum; Physics for SSS1-3, Abuja: Nigerian Educational Research and Development Council (NERDC). 2009;1-12.

Santiago L, Morell G. The need for promoting nanotechnology awareness in higher education; 2017.

Shaima AS, Ramadan AA, Samia AA. Integrating nanotechnology concepts and its application into the secondary stage Physics curriculum in Egypt. European scientific Journal. 2015;11(12):193-212.

Gagne R. The condition of learning. New York: Holt, Rinehart and Winston; 1981.

NASENI. National agencies for science and engineering; 2019. intervention-areas/nanotechnology
(Accesse 14/10/2019)

Yu RK, Eun JL, Sung HP, Hyo JK, Seong SAA, Sang WS, Young RS, Jae EP, Myoung Y, Ja HK, Meyoung-Kon K. Comparative analysis of nanotechnology awareness in consumers and experts in South Korea; 2004.
(Access 21/10/19)

Sheets TL, Vidal J, Pearson TD, Lozano K. Nanotechnology: Awareness and societal concerns; 2005.
Available: (Access1/4/19)

Batta H, Ashong C, Obot C. Science, Nano-science and nano-technology content in `Nigeria’s Elite and popular press: Focus on framing and socio-political involvement: New Media and Mass Communication. (Online). 2014;31(9).

ISSN 2224-3267 (Paper) ISSN 2224-3275. 24/10/2019.

Cobb M, Macoubrie J. Public perception about nanotechnology. Risk Benefits and Trust Journal of Nanoparticles Research. 2004;6(4):395-405.
Available: 20/10/2019

Suono KK. Concept as Gestalts in Physics Teacher Education. Gestalt Theory. 2013;35(1):58-77.

Hub B. Engineering Ezoic. Nanotechnology- taking ` it to the people; 2019.