PERCEIVED INFLUENCE OF TEACHER PROFESSIONAL TRAINING ON PEDAGOGICAL PRACTICES AND STUDENTS PERFORMANCE IN BIOLOGY

<doi>10.24250/jpe/si/2025/JAO/IADO/GAB/KAA/OFL/</doi>

Abstract

This research examines the perceived influence of teacher
professional training on pedagogical practices
and student performance in biology. In order to facilitate
the investigation, three (3) research questions and two (2)
hypotheses were formulated. A multistage sampling
technique was employed to select a cohort of 14 biology
educators and 200 students. A questionnaire was
utilized to extract data from the educators, while student
performance metrics were employed to gather
information from the learners. Cronbach Alpha
reliability coefficient was utilized to evaluate the
instrument's reliability, resulting in a coefficient of 0.78.
Statistical Package for Social Sciences (SPSS) was
utilized to perform descriptive statistical analyses,
specifically mean and standard deviation, to address the
research questions, whereas inferential statistics was explored to evaluate the hypotheses posited at a significant
level of 0.05. The findings indicate that teachers’
training and development programme significantly
influenced lesson planning and delivery. Similarly, the coefficient of teachers’
training and development programmes significantly influenced students’
performance in Biology. Based on the outcomes of our
findings, it is recommended that educators should
engage in continuous training and professional
development programmes to remain informed and
current in both biological content and pedagogical
methodologies.