THE INFLUENCE OF TEACHERS PROFESSIONAL DEVELOPMENT ON SENIOR SECONDARY SCHOOL STUDENT ACHIEVEMENT IN HISTORY IN AKOKO SOUTH WEST
Abstract
ABSTRACT
This study investigates the influence of teachers' professional development on senior secondary school students' achievement in history within the Akoko South West Local Government Area of Nigeria. It addresses critical aspects such as the types of professional development programs available, teachers' perceptions of their effectiveness, and the correlation between these programs and student performance.
Employing a descriptive correlational research design and the population however comprised of all senior secondary school students in Akoko South-west local government area of Ondo State, Nigeria, data were collected from one hundred (100) students using structured questionnaires as instrument which was well validated with reliability co-efficient of 0.70, and analyzed through descriptive and inferential statistics.
Results indicate that students perceive their history teachers as actively engaging in professional development activities, which positively affect teaching practices and enhance student learning outcomes. Most respondents acknowledged improvements in their understanding of historical concepts, engagement in lessons, and academic performance linked to their teachers' professional development participation. However, challenges such as resource limitations, time constraints, and student resistance to new instructional strategies were identified as barriers to effective implementation. The study concludes that ongoing professional development is essential for improving teaching efficacy and student achievement in history education. Recommendations include providing adequate resources, aligning professional development with curriculum requirements, and addressing student resistance to new teaching methods. This research contributes valuable insights into the dynamics of teacher professional development and its impact on educational quality in Nigerian secondary schools.
Keywords: Educational Quality, History Education, Student Achievement, Student Learning Outcomes, Senior Secondary Schools, Teacher Professional Development
Word Count: 386
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