Abstract

This study examined how 80 teachers and 300 students in public and private secondary schools felt about the way science is taught. It was conducted through a survey. Participants were chosen from secondary classes using a stratified random sample procedure, and a structured questionnaire with a rating scale was given out. The results of statistical research, which included t-tests, showed that there were significant differences in how teachers and students at public and private schools perceived different instructional strategies. There were some statistically significant differences, but not all of them. In order to resolve gaps in collaborative practice, the study recommends putting cross-school professional development workshops into place, funding self-reflection training for public school teachers, and encouraging collaborative sharing of successful classroom management techniques. The results aid in comprehending the varied viewpoints in science education and offer useful suggestions for improving instructional strategies.