The Influence Of Teacher Professional Development On Student Learning Outcomes In Biology In Owan West

The Influence Of Teacher Professional Development On Student Learning Outcomes In Biology In Owan West (Obong)
Abstract
The study attempted to examine the influence of teacher professional development on student learning outcomes in biology in owan west. In the study, relevant and related literature was reviewed under sub headings. The descriptive research survey design was applied in the assessment of the respondents’ opinions, with the use of the questionnaire and the sampling technique. In this study, two hundred respondents were selected randomly through the application of the stratified random selection method to represent the entire population of the study. Five null hypotheses were formulated and tested with the use of the Pearson Product Moment Correlation Coefficient tool at 0.05 level of significance. Results indicate that: a significant relationship exists between teachers’ mastery of content and students’ academic performance in the school, a significant relationship exists between teachers’ teaching method and students’ academic performance, teachers’ educational qualification had a statistically significance relationship with students’ academic performance, there is a significant relationship between teachers’ years of teaching and students’ academic performance and it was revealed that a significant relationship exists between teachers’ attitude and students’ academic performance. The following recommendations were made by the researchers at the end of the study, teachers should always endeavour to teach well in the school, knowing that, they are the people that are responsible for the moulding and changing the characters of the children in the school. and students should be responsive to their teachers’ instruction.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
- 4.5 Discussion of Findings
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- REFERENCES
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
Teacher professional development (TPD) stands as a cornerstone in the enhancement of educational systems worldwide, aiming to improve teacher effectiveness and subsequently elevate student learning outcomes (Desimone, 2009). Within the Nigerian educational context, TPD plays a crucial role in shaping the quality of instruction, particularly in subjects such as biology, and consequently impacting student achievement. This introduction delves into the influence of teacher professional development on student learning outcomes in biology within the Nigerian educational landscape.
Biology education in Nigeria faces multifaceted challenges, including outdated curricula, inadequate resources, and a shortage of qualified teachers (Ajaja, 2017). These challenges underscore the importance of continuous professional development for biology educators to navigate the complexities of the subject and deliver quality instruction. Effective TPD initiatives offer opportunities for teachers to enhance their content knowledge, refine pedagogical skills, and stay abreast of advancements in biology education (Guskey, 2002).
In Nigeria, the effectiveness of TPD programs in biology is often assessed based on their impact on student learning outcomes. These outcomes encompass various dimensions, including academic achievement, conceptual understanding, scientific literacy, and interest in biology-related fields. Research suggests that well-designed and effectively implemented TPD initiatives have the potential to positively influence these outcomes (Guskey & Yoon, 2009).
Several mechanisms underpin the influence of TPD on student learning outcomes in biology within the Nigerian context. Firstly, TPD programs provide biology teachers with updated content knowledge, enabling them to deliver accurate and relevant information to students (Ajaja, 2017). Moreover, TPD encourages the adoption of innovative instructional approaches that promote active learning, critical thinking, and inquiry-based practices, all of which are crucial for fostering deeper conceptual understanding in biology (Bybee, 2002). Additionally, TPD fosters a culture of reflection and collaboration among educators, facilitating continuous improvement in instructional practices (Hirsh, 2009).
However, the effectiveness of TPD in improving student learning outcomes in biology is contingent upon various contextual factors, including the design and implementation of professional development programs, the availability of resources, and support from educational stakeholders (Wei et al., 2009). Moreover, the alignment between TPD objectives and the broader educational goals of Nigeria influences the relevance and impact of such initiatives.
Understanding the dynamics of TPD and its influence on student learning outcomes in biology is paramount for informing policy decisions, resource allocation, and professional development planning in Nigeria’s education sector. By elucidating the relationship between teacher professional development and student achievement in biology education, stakeholders can devise targeted interventions to enhance the quality of instruction and elevate student learning experiences across the country.
In the subsequent sections of this research study, we will delve deeper into the specific TPD practices implemented in Nigeria, examine their effects on student learning outcomes in biology, and explore recommendations for optimizing TPD initiatives to maximize their impact on educational outcomes nationwide.
1.2 Statement of the Problem
Teacher professional development (TPD) stands as a critical component in improving educational outcomes, particularly in subjects like biology, within the Nigerian educational system. However, despite its recognized importance, there remains a need to thoroughly investigate the influence of TPD on student learning outcomes in biology in Nigeria. This statement of the problem highlights key areas requiring attention and exploration in research endeavors within this domain.
Nigeria faces challenges in providing widespread access to high-quality TPD programs for biology educators (Ajaja, 2017). The accessibility and availability of TPD initiatives vary across regions and educational institutions, raising concerns about equity and inclusivity in professional development opportunities.
There is a need to assess the relevance and alignment of existing TPD initiatives with the specific needs and challenges encountered by biology teachers in Nigeria (Ajaja, 2017). Ensuring that TPD programs address pertinent issues such as outdated curricula, insufficient resources, and pedagogical innovations is crucial for maximizing their impact on student learning outcomes.
While TPD is widely regarded as a means to improve teaching quality, there is limited empirical evidence on its effectiveness in enhancing biology instruction in Nigerian schools (Guskey & Yoon, 2009). Research is needed to evaluate the extent to which TPD interventions contribute to pedagogical improvements, content mastery, and instructional innovation among biology educators.
Despite the emphasis on TPD, there is a gap in understanding its direct impact on student learning outcomes in biology education in Nigeria (Ajaja, 2017). Research studies are needed to explore the relationship between participation in TPD programs and indicators of student achievement, including academic performance, conceptual understanding, and scientific literacy.
Various barriers hinder the effective implementation of TPD initiatives in Nigeria, including limited financial resources, inadequate infrastructure, and administrative constraints (Wei et al., 2009). Understanding these barriers is essential for devising strategies to overcome challenges and enhance the scalability and sustainability of TPD efforts.
There is a dearth of research examining the sustainability and continuity of TPD efforts in Nigeria (Ajaja, 2017). Long-term studies are needed to assess the durability of TPD impacts over time and identify factors that facilitate or impede the ongoing professional development of biology educators.
Addressing these critical areas of concern will contribute to a deeper understanding of the influence of teacher professional development on student learning outcomes in biology in Nigeria. By elucidating these issues, researchers, policymakers, and educational stakeholders can collaboratively work towards implementing evidence-based strategies to enhance the quality of biology education and improve student achievement across the country.
1.3 Purpose of the Study
The purpose of this study is to examine the influence of teacher professional development on student learning outcomes in biology in owan west. The specific objectives of this study are amongst others to:
- Find out whether Teacher professional development affects students’ learning outcomes in biology.
- Examine the difference between teaching methods and students’ learning outcomes in biology.
- Investigate whether there is difference between teachers’ qualification and students’ academic performance.
- Find out whether there is difference between teachers’ experience and students’ academic performance.
- Examine whether teachers’ attitudes influence students’ academic performance in school.
1.4 Research Questions
Based on the background information and statement of the problem of the present study, the following research questions will be raised to guide the study:
- Will Teacher professional development affect students’ learning outcomes in biology?
- Is there any significant difference between teaching methods and students’ learning outcomes in biology?
- Is there any significant difference between teacher’s educational qualification and students’ academic performance?
- Is there any difference between teacher’s experience and students’ academic performance?
- Will teacher’s attitude influence students’ academic achievements?
1.5 Research Hypotheses
On the basis of the problem stated earlier, four null hypotheses will be postulated:
- H01: There will be no significant relationship between teacher’s mastery of content and students’ academic performance.
- H02: There will be no significant relationship between teaching method and students’ academic performance.
- H03: There will be no significant difference in student’s academic performance due to teachers’ educational qualification.
- H04: There will be no significant difference between teachers’ years of teaching and students’ academic performance.
- H05: There will be no significant difference between teachers’ attitude and students’ academic performance in the school.
1.6 Significance of the Study
This study will be of great benefit to the following:
(1) Teachers:
They would benefit from the findings and recommendations of this study because it will give them an insight on how to carry out their jobs in the school. It will enable teachers to be more productive in doing their daily job of teaching and learning. With this study, many teachers would be-oriented in the art of teaching knowing fully well that the way they teach will affect students’ academic achievement in schools.
(2) Students:
They would benefit from the study because it will help them to have the understanding that their teachers required to be an exemplary one, if his/her teaching experiences would be of great benefit to the child or the student. With the findings and the recommendations of this study, students would be able to identify teachers who “cheat” and real teachers of note in the school system. with this study also, students would be able to know that they need to be taught by trained and experienced teachers if they would put up high performances in their academic careers.
(3) Parents:
They would learn that the careers of their children hang in the balance, if they are being coached by unprofessional, inexperienced teachers. With this study, parents would be able to know that there is a great difference between the academic achievement of students who are taught by well trained teachers and those taught by non-trained, inexperienced teachers.
(4) Society:
The society will be able to understand the difference in the academic performance of children taught by two types of teachers (the trained and the untrained) in the school system. This is because the society benefits if the children are well brought up by a well trained teacher. Students will be well behaved apart from the exhibition of high academic achievement, and this will better the lots of the society.
1.7 Scope of the Study
This study will cover the influence of teacher professional development on student learning outcomes in biology in owan west. The study is limited to some selected Secondary Schools in the area. Hence, the respondents for this study will be obtained from and among secondary school students in the study area.
1.8 Limitation of the Study
This study will be limited to the examination of the teacher – preparation, professional development and students’ academic achievement in some selected secondary schools in school district IV, Ikeja, Lagos. Time, finance, shortage of necessary materials and other logistics will pose a hindrance to the successful conclusion of this study.
1.9 Definition of Terms
1. Education:
Education is derived from the Latin word “educare” which means to draw out. Education is therefore defined as a process of drawing out and developing the potentialities of an individual.
2. The School:
The school is one of the chief agents of education. It is a formal and a planned institution with rules and regulations established for educating the young and charged with the responsibility of transmitting the cultural heritage of the people by showing knowledge and its appreciation as well as adherence to its norms.
3. Teaching:
Hyman (1990) sees teaching as the art and practice of imparting to a learner knowledge, skills, values and norms that will be useful to the total development of the individual.
4. Training:
This refers to giving a course of specific instruction or practice to a learner with the purpose to shape, develop or acquire appreciable habits.
5. Instruction:
Ofoegbu (2001) sees instruction as causing someone to know or be able to do something. It is also giving a group of people some specific knowledge or skill within or outside a school environment through observation, discovery and experience.
6. Indoctrination:
This is a process in which the learner is compelled to accept a set of ideas without questioning.
7. Coaching:
This involves teaching, training, instructing or advising an individual or persons in a particular area of subject in which a student is deficient.
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusion and Recommendation
5.1 Summary
In this study, our focus was on the influence of teacher professional development on student learning outcomes in biology in owan west. The study specifically was aimed at highlighting out whether teachers’ mastery of content affects students’ academic performance. The study also examine the difference between teaching methods and students’ academic performance. More so, the study investigate whether there is difference between teachers’ qualification and students’ academic performance. The study further find out whether there is difference between teachers’ experience and students’ academic performance. Lastly, the study examine whether teachers’ attitudes influence students’ academic performance in school . A total of 200 responses were validated from the enrolled participants where all respondent are drawn from teachers of the selected schools in owan west.
5.2 Conclusion
Based on the finding of this study, the following conclusions were made:
- Teachers’ mastery of content affect students’ academic performance
- There is significant relationship between teaching methods and students’ academic performance.
- There is significant relationship between teacher’s educational qualification and students’ academic performance
- There is a relationship between teacher’s experience and students’ academic performance.
- Teacher’s attitude will influence students’ academic achievements.
5.3 Recommendation
Based on the responses obtained, the researcher proffers the following recommendations:
- The study recommends that there is need for Teacher Service Commission to look into the issue of teacher preparation and professional development
- Higher degrees should be encouraged for teachers in secondary schools and high remuneration be given to holders of this degrees
- The government, through the Ministry of Education, should urgently employ more experienced teachers in order to ease teachers’ weekly workload.
- More young graduates in teaching service should be encouraged to pursue higher degree in education
- Tenure should be granted on the basis of teachers’ effectiveness in producing test score gains in their first two years on the job. This could reduce barriers into teaching, but would risk opening the door to more individuals who are unprepared to teach.

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