Enhancing The Teaching And Learning of Basic Science nd Technology at the JSS Level Through the Use of Teacher Professional Development Programme

Abstract

This study examined the role of Teacher Professional Development Programmes (TPDP) in enhancing the teaching and learning of Basic Science and Technology at the Junior Secondary School level in Oyo State, Nigeria. A total of 80 teachers from four local government areas (Oyo East, Oyo West, Atiba, and Afijio) participated in the study. Data were collected using a structured questionnaire validated by specialists, with reliability confirmed via Cronbach’s alpha (α = 0.87). The demographic analysis revealed that 60% of participants were female, 85% held a Bachelor’s degree or higher, and 62.5% had more than five years of teaching experience. Descriptive analysis showed that seminars were the most attended form of TPDP (M = 44.88, SD = 5.30), followed by conferences (M = 35.00, SD = 7.56), workshops (M = 21.25, SD = 5.59), and exhibitions (M = 13.00, SD = 3.38). ANOVA results indicated a significant difference in the impact of TPDP types on teaching effectiveness (F = 54.63, p < 0.05), and participation varied significantly among teachers (F = 56.63, p < 0.05). Findings further revealed that teacher gender, qualification, and years of experience did not significantly affect instructional performance. The study highlights that structured, regular, and needs-based TPDP significantly improve teachers’ pedagogical competence, instructional innovation, and ability to utilize available resources. Recommendations include continuous in-service training, integration of ICT tools, and practice-oriented workshops to sustain teaching effectiveness in Basic Science and Technology.