Effects of School-Based Professional Development Training on Instructional Practices Among Secondary School Chemistry Teachers in Zaria, Kaduna, Nigeria

Abstract

This study examined the effect of School-Based Professional Development Training (SBPDT) on Instructional Practices among Secondary School Chemistry Teachers in Zaria, Kaduna State, Nigeria. Quasi-Experimental design was employed for the study involving teachers. 22 teachers (12 experimental and 10 control) The instrument used for data collection was Classroom Lesson Observation Checklist (CLOC). The instrument was validated; pilot tested and the reliability coefficients were established to be 0.76. Two research questions were answered using mean, standard deviation, mean ranks and standard error while corresponding null hypotheses were tested using Kruskal Walli’s H test and Mann-Whitney at p≤ 0.05 level of significance. Data collected were analyzed with the Statistical Package for the Social Science (SPSS), IBM version 21. The results obtained revealed that; a significant mean difference difference exist on Teachers Instructional Practices between those exposed to SBPDT and not exposed to SBPDT at Senior Secondary Schools in Zaria (X 2 (.15.795), p < .001). No significant mean difference difference exist on Teachers Instructional Practices among male and female Chemistry Teachers after exposed to exposed to SBPDT (Z (.740), p < .0.459). The study concluded that School-Based Professional Development Training, using the Lesson Study Model, improved Chemistry teachers' Instructional Practices in Chemistry. However, it is gender friendly. Based on the findings, recommendations were made among others which include Teachers Service Boards should use School-Based Professional Development Training using Lesson Study Model in order to improve teachers’ instructional Practices at Senior Secondary School levels in Nigeria. There is also the need to include School-Based Professional Development Training using Lesson Study Model in seminars and workshops for improved academic performance of the students.

Keywords: School-Based, Teachers, Instructional-Practices.