COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
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AN ASSESSMENT OF THE IMPACT OF TEACHER PROFESSIONAL DEVELOPMENT ON STUDENT ACADEMIC ACHIEVEMENT IN MATHEMATICS
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Schools and teachers face significant challenges from parents and society due to the dynamic nature of societal expectations regarding education quality and assessment, coupled with the low performance of students in secondary schools. These challenges are complex and ongoing (Mamoria, 2019). Over the past three decades, professional development for teachers has become a global trend, gaining significance and status. Many countries consider it a key component of strategies to enhance the quality of educational provision (Harwell, 2018). Teacher Professional Development (TPD) is seen as crucial for ensuring high-quality teaching and learning in schools (Githae, 2016). Nemanick (2020) highlighted the importance of TPD for its impact on student and teacher learning and classroom instruction. Recognized globally as a vital tool for fostering student success, TPD necessitates the implementation of advanced instructional methods to improve students’ critical thinking, self-direction, collaboration, and complex problem-solving skills (Githae, 2020).
Teacher professional development is a deliberate, continuous, and systematic process involving formal and informal education, training, learning, and support activities. It is proactively undertaken by teachers, school principals, and other school leaders, either individually or collaboratively, and benefits the individual teacher, students, school, and nation at large (Pigor et al., 2021). These activities can take place in external or work-based settings.
For professional development programs to be effective, teachers must be engaged learners. Obisi (2019) suggests that the teaching and learning experience can be enhanced by ensuring professional development requirements are content-driven, long-term, and collaborative. Richardson (Pigor et al., 2021) observed that teachers need to participate in sustainable and intensive professional development within the school system to succeed in their daily instruction. Effective professional development programs are content-specific, inquiry-based, collaborative, and aligned with school policies, optimizing teacher learning, teaching practices, and student learning outcomes (Mammer, 2019).
Despite financial constraints and underdevelopment since the 1980s, many African nations have maintained their commitment to providing universal basic education for their citizens (Athenga, 2022). African countries face similar challenges in enhancing education quality and equity (Babs, 2018). Professional development in Sub-Saharan Africa, particularly in West Africa, differs significantly from that in the United States and Europe. Owodunmi (2023) noted remarkable variations in the nature and provision of professional development. In many African countries, a significant number of teachers are either untrained or lack the necessary training, despite the existence of teacher education programs and in-service training. Abdullahi (2022) reported that one-third of in-service teachers in Sub-Saharan Africa are unqualified and untrained in either academic or professional contexts, or both. Many educators lack sufficient subject-specific knowledge and pedagogical preparation, and in-service training programs are often nonexistent or inadequately developed.
To address these global challenges, the Nigeria Education Service (NES) must implement innovative strategies to enhance the knowledge and capacity of its personnel through ongoing professional development. Continuing Professional Development (CPD) for teachers is recognized as crucial for school improvements and reforms, as student learning and success are significantly influenced by the effectiveness of their teachers (Emeka, 2022). Chabra (2024) provided evidence of a positive correlation between students’ academic achievements and TPD. Therefore, it is essential for educators to be well-informed about societal dynamics, as their profession involves preparing individuals to meet societal needs.
Various reports and policy recommendations have called for the establishment of a professional development framework to facilitate the implementation of TPD, including for senior secondary school history teachers (Moses, 2018). This presents an opportunity to establish continuing professional learning programs to enhance the professional knowledge and competencies of both trained and untrained teachers in content and pedagogy (Gidado, 2022).
1.2 Statement of the Problem
Teacher Professional Development (TPD) is indispensable for the purpose of enhancing the quality and advancement of educators and influencing the teaching and learning process (Owodunmi, 2023). Nevertheless, the majority of teacher professional development appears to be ineffective in achieving the desired impact on teaching and learning. In order to maintain a high standard of teaching and learning, it is crucial to provide opportunities for continuous professional development (CPD). It is essential and appropriate for teachers to engage in continuing professional development to remain informed about the evolving trends in the teaching profession. However, the field of research in Nigeria has paid little or no consideration to the impact of teacher professional development on student achievement in mathematics. It is in this vein that, the study sought to generally examine the impact of teacher professional development on student academic achievement in mathematics.
1.3 Objectives Of The Study
The overall aim of this study is to examine the impact of teacher professional development on student academic achievement in mathematics. Hence, the study will be channeled to the following specific objectives;
Ascertain the impact of teachers’ pedagogical skills training and development on student achievement in mathematics.
Ascertain the impact of teachers’ technology integration training and development on student achievement in mathematics.
Ascertain the impact of teachers’ classroom management training and development on student achievement in mathematics.
1.4 Research Questions
The following questions are formulated inline with the study objectives;
What is the impact of teachers’ pedagogical skills training and development on student achievement in mathematics?
What is the impact of teachers’ technology integration training and development on student achievement in mathematics?
What is the impact of teachers’ classroom management training and development on student achievement in mathematics?
1.5 Research Hypotheses
Ho1: Teachers’ pedagogical skills training and development has no significant impact on student achievement in mathematics.
Ho2: Teachers’ technology integration training and development has no significant impact on student achievement in mathematics.
Ho3: Teachers’ classroom management training and development has no significant impact on student achievement in mathematics.
1.6 Significance of the Study
The information generated from this study is expected to be used as the basis for the TPD initiator in planning mainly by considering the following; identifying better approaches to deliver training to teachers, training focus be openly declared and plan for monitoring and evaluation mechanism to assess the impact of training to teachers. Teachers who receive training need to be accountable for the fate of the training. Nevertheless, the information from the research can be used in providing a room for researchers to conduct further studies on how to make school teachers update their knowledge and skills with the changing world of science and technology. The study findings are also expected to add new knowledge to the body knowledge on how in-service training to school teachers influences the quality of education and students academic performance. Again results of this study are expected to influence policy and decision makers on how to rectify the situation so as to make school teachers competent enough so as to prepare a good foundation to students for excelling in the next levels of education.
1.7 Scope Of The Study
The study focuses on the impact of teacher professional development on student academic achievement in mathematics. However the study will be delimited to some selected secondary schools in Owerri Metropolis, Imo State.
1.8 Limitation Of The Study
Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.