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

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.