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Science and technology education has continued to occupy the center stage in the technological development of nations. This realization has led to huge investments in science education at all levels of governance in Nigeria. It is however, disheartening, that despite such efforts by government, performance in basic sciences has continued to be low. Studies have suggested that the poor performance in the sciences could be attributed to perceived difficulty of science concepts on the part of the teachers. this study sets out to investigate the role of teachers’ qualification and gender on their perception of difficult concepts. The study used the expost facto or comparative design. Out of a population of 5200 teachers, a sample 520 was randomly selected and used for the study. Two hypotheses were formulated, tested and analysed using the Analysis of Variance (ANOVA) and independent t-test. The result showed that teachers’ qualification and gender have no significant effect on their perception of difficult concepts in Basic science. Based on the findings, it was recommended among others that the annual teachers retraining programme of the Cross River State government should be sustained and the methodology of teaching perceived difficult concepts in science should feature prominently in the course content for such programmes.

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Influence of Academic Qualification and Gender on Teachers' Perception of Difficult Concept in Primary Science in Ikom Educational Zone of Cross River State, Nigeria.