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Abstract

This paper presents an investigation of teaching quality of science subject and its impact on students` learning. The reason behind selecting the problem was to investigate the impact of teaching quality of science subject on students` learning. It was also intended to describe the quality teaching of science subject and students` learning. It was thought that scientific literacy should be a top priority for all citizens since it would enable them to be curious about and aware of their surroundings, to value and critically evaluate claims made by others regarding scientific subjects, to recognize questions, to look into and draw conclusions based on evidence, and to make decisions regarding their own health and well-being as well as the environment. based on scholarly publications and information from both domestic and foreign sources. Teachers and students provided the data, and an idealized picture of the curriculum, teaching and learning techniques, career paths and teacher professionalism, facilities and resources, and the importance of science and science education to the community were painted. The investigation was conducted using a quantitative technique and a descriptive study design. To get the data, a random sampling procedure was applied. The Likert scale 5.0 questionnaire was the instrument utilized to conduct the study. The statistical program for social sciences, version 26, was used to analyze the data. It aided in obtaining improved outcomes based on information gathered from several responders. It was revealed that the teaching quality of science subject has a significant impact on students` learning. Better the teaching techniques better the students` learning outcomes can be availed.