BEYOND OIL: MATHEMATICS TEACHERS’ VIEWS ON SUSTAINABLE DEVELOPMENT GOALS AND THEIR ECONOMY IMPLICATIONS

Abstract

This study investigated the perceptions of mathematics teachers regarding the Sustainable Development Goals (SDGs). A survey research design was employed, targeting mathematics teachers across 153 secondary schools in the Bichi Education Zone of Kano State, comprising 7 private and 146 public schools. Using a random sampling technique, a total of 82 mathematics teachers were selected from 41 schools, including 14 from private and 68 from public schools. Data were collected using a validated instrument titled Mathematics Teachers’ Views on Sustainable Development Goals (MTVSDGs), which yielded a reliability coefficient of 0.71 based on Cronbach’s alpha. Data analysis was conducted using mean, standard deviation, t-test, and chi-square statistics. The results revealed that mathematics teachers held significantly positive views on the potential of mathematics education to contribute to the achievement of the SDGs. Furthermore, there was no statistically significant difference between the views of teachers in public and private schools. Based on these findings, it was recommended that mathematics teachers integrate SDG-related content into their instructional practices by designing exercises and activities that promote the realization of the goals.

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