BIOLOGY TEACHERS' AWARENESS AND UTILIZATION OF 21" CENTURY TEACHING STRATEGIES IN SENIOR SECONDARY SCHOOL IN SOКОТО METROPOLIS, NIGERIА.

This study examined biology teachers' perceptions and use of 21st-century teaching strategies in senior secondary schools in Sokoto Metropolis, Nigeria. The objectives were to assess teachers' awareness, determine the extent of utilization, and identify the challenges encountered in implementing modern pedagogical strategies. A descriptive survey research design was adopted. The population of the study comprised 100 biology teachers, out of which a sample of 80 was drawn using Krejcie and Morgan's sample size determination table and proportionate random sampling technique. A structured questionnaire was developed as the instrument for data collection. The instrument was validated by experts in science education and measurement and evaluation. A pilot study was conducted, and the reliability of the instrument was established using Cronbach's alpha, which yielded a coefficient of 0.82. Data were collected through direct administration and analyzed using frequencyу counts, percentages, and mean scores. The findings showed that while teachers demonstrated moderate awareness of 21st-century strategies, their level of utilization was low due to inadequate facilities, poor digital access, and large class sizes. It was recommended that government and school authorities provide adequate resources, organize regular professional development, and strengthen administrative support to enhance effective classroom practices. Keywords: Biology teachers, 21st-century teaching strategies, utilization, perception, Sokoto Metropolis, secondary schools, challenges