Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.2 No.4 December, 2020; pg. 93 – 97 ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online) TRANSPORT ENERGY OF SECONDARY SCHOOLS STUDENTS 93 TRANSPORT ENERGY OF SECONDARY SCHOOLS STUDENTS: IMPLICATION FOR LEARNING SCIENCE IN JOS METROPOLIS, PLATEAU STATE, NIGERIA. ASABE EDWARD BASH Faculty of Education, University of Jos & DR BULUS CLEMENTINA HASHIMU Faculty of Education, University of Jos & PROF. SAMBA REGINA MARITA ONABID Benue State University, Makurdi Abstract This paper examines transport energy of secondary school students and its implication for learning science in Plateau State, Nigeria. It defines science, gives the importance of science, and discusses energy and its impact to education and the role of transport on education. Factors militating against effective learning of science which include transportation cost, poor transportation, inappropriate transport for students, irregular school attendance and unpunctuality of students, time constraint. This paper advocates that learning of science should include the consideration of transport energy. The paper also recommended that government should board public transport fare to a minimal amount, provide school buses and make provision to decongest traffic jams. Road Maintenance Agency should check the roads and make amends where necessary and governments should supervise the workers to make them sit up to their duties. Keywords: Transport Energy, Implication, Learning Science, Secondary Schools Students, Jos Metropolis. Introduction Education remains the key to sustainable development of any nation in the world. It is the process of teaching (cognitive, psychomotor and affective), training (skills) and learning in schools at the basic, post basic and tertiary levels of our educational system (Mankilik,2019). Education is widely recognized as one of the most essential components for poverty reduction, awareness on how to care for our lives, promotion of social live, reduction of illiteracy. Teaching and learning of science is generally accepted as relating the science that is learned in school to students’ everyday life experiences as a means of developing scientific understanding. The teaching and learning of science cannot be done without energy from either the teacher or the learner. Lack of energy at any phase of school therefore creates considerable obstacles towards escaping poverty, and correlates with many factors that contribute directly towards it. Education sector faces major quantitative and qualitative challenges in primary, secondary and higher education particularly the transport sector.