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ABSTRACT
This study investigates the attitudes of education students towards the learning and teaching of chemistry in tertiary institutions. Utilizing a mixed-methods approach, I surveyed and conducted interviews with students enrolled in education programs in the University of Benin, Nigeria. My findings reveal a spectrum of attitudes shaped by prior educational experiences, perceived relevance of chemistry to their future careers, and the quality of instructional methods. Positive attitudes were often linked to interactive and practical teaching approaches, while negative attitudes were associated with abstract content and lack of contextual application. The study underscores the importance of pedagogical strategies that enhance engagement and relevance, suggesting that improvements in these areas could foster more positive perceptions and better learning outcomes in chemistry education. These insights aim to inform educators and curriculum developers to create more effective and inspiring chemistry education environments in higher education.
