The study investigated influence of teacher sex on Environmental Education instruction at the universal basic education (UBE) level in Cross River State. One hypothesis was used to guide the study. A sample of 450 teachers was used from the 3 education zones of the state. 15 schools were randomly sampled. Proportionate stratified sampling was used to select the sample size of the teachers. The researcher designed and administered an instrument titled, “influence of teachers sex on environmental education instruction competences questionnaire” (ITSEEICQ) which was the main instrument used for data collection. An Ex – post Facto design was adopted for the study since the variable cannot be manipulated by the researcher. The reliability estimate of the instrument was established through Cronbach's alpha reliability method with an index of 0.81. independent t- test analysis was the statistical tool technique employed to test the null hypothesis under study. 10 item questionnaire was adopted. Each was tested at .05 level of significance. The result of the analysis revealed that absolute value of the calculated t- value for teacher communicative competence, TCC, (1.17) is lower than the critical t-value of 1.96 at .05 alpha level with 448 degrees of freedom. The null hypothesis was therefore retained for teachers’ communicative competence. This means that there is no significant difference between male and female teachers in their instruction competencies of EE with respect to communicative competence. On the other hand, the calculated absolute t-values for knowledge of subject matter (KSM) (6.35), classroom management (TCM) (8.56), capacity to work with students (TCWS) (4.79) and evaluation capacity, (TEC) (7.28) are each higher than the critical t-value of 1.96 at 0.5 alpha level with 448 degrees of freedom. The null hypothesis was therefore rejected for these four sub-variables. It therefore means that there is a significant difference between male and female teachers in their instruction competencies of EE with respect to knowledge of subject matter, classroom management, capacity to work with students and evaluation capacity. By these findings, the study recommended among others that sharing of effective practices between male and female teachers through peer observation and workshop should be encouraged.
Kingsley et al. (Wed,) studied this question.