Abstract: The main purpose of this study was to investigate the efficacy of equipping physics and technical teachers with adequate information on solar energy concepts and its implication for Global Environmental Degradation (GED) and Energy Crisis (GEC). To achieve the purpose of the study, two research questions and two hypotheses were posed and formulated, respectively. The study adopted quasi-experimental design, specifically, static-group pre-test post-test design. The population for the study comprised 2,143 Physics and technical teachers of the all government-owned senior secondary schools in Oyo state, Nigeria. A purposive sampling technique was used to select 82 physics and technical teachers from the thirty-three (33) LGA of Oyo state for the study. Solar Energy Concept Test (SECT) was used to collect data for the study. Also, SECT questions covered areas such as Global Environmental Degradation (GED) and Energy Crisis (GEC). Five experts from the Department of Science Education and Technical Education validated the instrument for data collection. The instrument was trial tested on a sample of 20 Physics teachers in Akure education zone of Ondo state and reliability coefficient of 0.83 was obtained using Kuder-Richardson 20 (KR-20) formula. The data obtained for the study were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The result of the study revealed that there was a statistically significant difference in the SECT scores of physics and technical teachers exposed to adequate information on solar energy concepts compared to those that were not exposed to the information with physics and technical teachers exposed to adequate information having a higher gain. Also, location does not have a statistically significant influence on the physics teachers exposed to adequate information on solar energy concepts. Therefore, location is not a significant factor to be considered in as much as physics and technical teachers in colleges acquire adequate information on solar energy concepts. Thus, it was recommended that physics and technical teachers should be equipped with adequate information on solar energy concepts so as to combat GED and GEC.
Oluwatomisin Marvellous Ogundeji, Nestor Ekemezie Okoye, Ikenna Samson Nwaodo, Samson Oluwatimilehin Ariyo, Osita Hyginus Omeje, Nwachukwu George Ogbonna and Clement Chizoba Onuya, 2019. A Study of Information Acquisition on Solar Energy Concepts among Physics and Technical Teachers: Implications for Global Environmental Degradation and Energy Crisis. Journal of Engineering and Applied Sciences, 14: 10419-10425.