GASPRO International Journal of Eminent Scholars

This study was designed to determine the integration of student’s interest into lessons as a panacea for making lessons relevant and worthwhile in public secondary schools in Aba, Abia State, Nigeria. In order to carry out this study objectively, two research questions and two null hypotheses were formulated to guide the study. A descriptive survey design was adopted for the study. The population of the study was the 1,670 public secondary school teachers in Aba Zone, Abia state, Nigeria. The sample size was 310 teaches obtained through random Sampling method. A questionnaire with 16 structured items designed by the researchers was used for data collection for this study. The questionnaire was face validated by three experts from Michael Okpara University of Agriculture, Umudike, Abia state. Cronbach’s Alpha technique was used in determining the reliability of the instrument and a correlation coefficient of 0.72 was obtained. Mean statistic and standard deviations were used in answering the research questions. The z-test statistics was used in testing the null hypotheses at 0.05 level of significance. The findings of the study in the first instance revealed that there is no significant difference between the mean responses on teachers on the integration of learning interest into lessons. On the other hand, there was significant difference in the mean responses of teachers on government educational policies and support to students’ interest in the teaching-learning content. Based on the findings, it was concluded that teachers should keep integrating students’ interest into their classroom instructional activities. Again, the government needs to make legislations to promote the integration of students’ interest into the school curriculum. It is recommended among others that both teachers and the government should make lessons worthwhile, Comprehensive and holistic to evoke students’ interest.