Analyzing Teacher Training Programmess and their effects on Students’ Academic Performance in Delta State

Analyzing Teacher Training Programmess and their effects on Students’ Academic Performance in Delta State

ABSTRACT

This study analysed the teacher training programmess and their effects on students’ academic performance in Delta State. The study adopted descriptive survey research design. Four research questions guided the study. Population of the study comprised all the three hundred and forty-four (345) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred and twelve (113) teachers were selected from 10 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique.  The instrument used for data collection was a structured questionnaire, titled “Teacher Training Programmess and Students’ Academic Performance Questionnaire (TTPSAPQ). To ensure the validity of the instrument, copies of the questionnaire were to two experts in Measurement and Evaluation in Federal College of Education (Technical) Asaba for face and content validation. One hundred and twelve (113) copies of the validated questionnaire were administered to the teachers from the 10-selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and same were retrieved and analyzed. The method used in analyzing the data collected is frequency counts, percentage, mean and standard deviation statistics. It was found among others that teachers’ training programmes have positive effects on public secondary school students’ study habits in Oshimili South Local Government Area of Delta State. It was recommended among others that government should endeavor to organize teacher training programmes in Oshimili South Local Government area of Delta State to enhance students’ academic performance.

CHAPTER ONE

INTRODUCTION

• Background to the study

A training is a process to get the required skills for a particular subject. The training is a valuable practice for the teachers to enhanced their teaching skills. A trained teacher has more skills and techniques to be applied for the better academic achievements of learners (Ulla, 2018). A teacher having better teaching skills can also produce students’ interest in a particular subject (Giovazolias, 2019). Many researchers including (Oliveira, 2019; Supriatna, 2015; Ulla, 2017) stated the importance of teachers training. The teacher’s training provides the solutions of educational problems (Schütze et al., 2017). In this modern age, the teacher’s training is an important requirement and essential component for all the educational activites including conducive learning environment, curriculum development and implementation and assessment (Zulfiqar, 2016). A trained and skilful teacher has more ability to teach the students and implement the various teaching methods successfully (Saira et al., 2021). When teachers apply the various teaching methods and techniques according to the acquired skills then students achieved higher academic results and the interest of the student is also increased (Wuryaningsih et al., 2019).

The traits like hard work, ability, motivation, grip on the subject, and dedication of the teacher, are said to be very important in education. In this modern era scientific and subjective development of a teacher is very significant and it is very essential to know the latest teaching trends in the world. If a teacher fails to update himself then he will move towards declining, the teacher is considered the most crucial factor in implementing all instructional reforms at the grassroots level. It is a fact that the academic qualifications, knowledge of the subject matter, competence and skills of teaching, and the commitment of the teacher have an effective impact on the teaching-learning process. The quality of the teaching always depends on the variable’s ideological, social, and financial requirements, the present arrangement of the education system, and well characterized hypothesis. The teacher instruction framework assumes a significant job in meeting the rising needs of a nation. Teachers are the key resources of any nation and the vastness of the number of inhabitants in a nation is relies upon the nature of an educator. Teachers may vary from other teachers concerning knowledge, skills, abilities, behavior, and their expectation from understudies. Few educators, at the opening, of course, think that scholastics are motivated and well trained towards course contents. And on the opposite side, a few educators have little faith in an understudy learning capacity, anxious to learn, commitment towards school.

A training is a process to get the required skills for a particular subject. The training is a valuable practice for the teachers to enhanced their teaching skills. A trained teacher has more skills and techniques to be applied for the better academic achievements of learners (Ulla, 2018). A teacher having better teaching skills can also produce students’ interest in a particular subject (Giovazolias, 2019). Many researchers including (Oliveira, 2019; Supriatna, 2015; Ulla, 2017) stated the importance of teachers training. The teacher’s training provides the solutions of educational problems (Schütze., 2017). In this modern age, the teacher’s training is an important requirement and essential component for all the educational activites including conducive learning environment, curriculum development and implementation and assessment (Zulfiqar, 2016). A trained and skilful teacher has more ability to teach the students and implement the various teaching methods successfully (Saira, 2021). When teachers apply the various teaching methods and techniques according to the acquired skills then students achieved higher academic results and the interest of the student is also increased (Wuryaningsih, 2019). Education is necessary element of humanity and crucial for the development of a nation (Hafeez, 2020). To educate most of the population in a country, it is necessary to impart free education up to the secondary level. In Pakistan, education is almost free up to secondary level (Ahmad, 2014). The secondary education is the education given to children of aged 13-16 years (Ahmed, 2016). The primarily aims of secondary education are to train students for the sound abilities in reflective, scientific and critical thinking (Van & Janssen, 2019). Teaching is the learning process in which knowledge and information’s are transferred to the children to understand the scientific process (Sivarajah et al 2019). A teacher is the facilitator to provide the guidance in the teaching-learning process (Obidike, 2017). The teaching method represents the different stratigies by which an instructor delivers lecture to the pupils based on predefined instructional objectives (Buseri & Dorgu, 2011). Omar et al. (2020) stated that the main objectives of teaching are to support learners for getting, retain and utilization of information, establishment of habits and development of attitudes and increased store of information and understanding of basic rules and principles of subject matter.

Training refers to the systematic process of enhancing an individual’s skills and knowledge in a specific area to improve their work performance” (Jackson & Schuler, 2020). This involves structured activities aimed at skill development and knowledge transfer. Training is also tied to measurable improvements in productivity and efficiency. It goes beyond mere learning and focuses on applying the acquired skills to real-world tasks, thus enabling employees to meet organizational objectives. It is an integral part of personal and professional development within a work context. Training is a critical tool for organizational development, focusing on both individual and team improvement for enhanced productivity” (Stone, 2019). It serves to not only boost individual competencies but also to foster collaboration and cohesion within teams. When individuals are trained to work better collectively, the organization benefits through improved output and innovation. The emphasis here is on both personal and collective gains, with training serving as a foundation for organizational competitiveness and adaptability. It contributes to aligning the workforce’s abilities with the evolving needs of the organization. Training is a continuous, lifelong process that enables individuals to keep up with industry changes and maintain relevance in their field (DeGrip, 2021). In rapidly evolving industries, skills can become obsolete, and continual training helps individuals stay updated with the latest developments. This definition stresses that training is necessary for both personal career growth and the long-term success of organizations. It allows employees to adapt to new technologies, methodologies, and market demands. Thus, the importance of continuous development is central to this definition. Training is the process by which knowledge, skills, and competencies are systematically transferred to individuals to enhance performance (Aguinis & Kraiger, 2022). This suggests that training is a deliberate and planned process aimed at sharing expertise, ensuring that individuals possess the skills necessary for success. The methodical transfer of knowledge ensures consistency and a standard level of competency across an organization. Training, therefore, serves as a mechanism to reduce knowledge gaps and promote uniformity in performance standards. It also supports career progression and professional development. Training is a means to modify and improve employee behaviors to align with organizational goals and standards (Noe, 2021). By aligning behavior with the company’s goals, training can improve employee interaction, decision-making, and problem-solving. This perspective highlights training’s role in fostering not only technical skills but also soft skills like communication and teamwork. It enhances the overall work environment and cultivates a culture of continuous improvement.

Teacher training programs are designed to equip educators with the skills necessary to handle modern classroom challenges, such as diverse student needs, curriculum changes, and technological advancements. These programs provide theoretical knowledge along with practical experience, ensuring teachers can apply learned strategies in real-world situations (Darling-Hammond et al., 2021). The focus is on building pedagogical content knowledge and teaching skills through hands-on learning and mentoring. Teacher training programs focus on building practical skills like lesson planning, classroom management, and student engagement (García & Weiss, 2019). These workshops help teachers stay up-to-date with pedagogical strategies and technological tools, ensuring they remain effective in the classroom. Such programs typically provide space for reflection and feedback, helping educators to refine their teaching techniques. Modern teacher training includes the use of educational technologies such as smart boards, online learning platforms, and AI-based tools (Voogt et al., 2020). This definition highlights how training programs help teachers incorporate these technologies into lesson plans, creating dynamic and interactive learning environments. Teachers are also trained to assess digital literacy and use technology ethically. These programs emphasize cultural competence and inclusivity, teaching educators to recognize and address the diverse cultural backgrounds of their students (Gay, 2018). Teacher training focuses on adjusting teaching styles and materials to make learning more accessible and engaging for all students, fostering an inclusive classroom environment. Special education teacher training programs prepare educators to work with students who have special needs, ranging from learning disabilities to emotional and behavioral disorders (Sullivan & Sadeh, 2020). These programs offer instruction on individualized education plans (IEPs), behavioral interventions, and collaboration with specialists to provide tailored support for each student.

Teacher training is seen as a lifelong learning process, with continuous professional development being crucial for keeping educators current with the evolving landscape of education (Wei, 2020). These programs emphasize the importance of reflective practice, peer collaboration, and attending workshops or seminars that focus on emerging educational trends and research. A more recent approach to teacher training is the competency-based model, where educators focus on mastering specific skills or competencies (Desimone & Garet, 2015). Rather than simply covering content, these programs ensure teachers can demonstrate mastery of key skills before moving on to more advanced training. This makes the learning process more individualized and adaptive to the teacher’s pace. In inquiry-based teacher training, teachers are trained to adopt an inquiry approach in their classrooms, which emphasizes student-driven learning (Windschitl et al., 2018). These programs show teachers how to encourage curiosity, critical thinking, and problem-solving, moving away from rote memorization towards fostering a deeper understanding of content. Teacher training programs increasingly emphasize the development of learning communities where teachers collaborate with peers to solve problems, share knowledge, and improve their practice (Vescio, Ross, & Adams, 2019). This form of training highlights teamwork and peer support, helping teachers develop reflective practices and enhance their instructional methods. Inclusive education training programs focus on equipping teachers with the skills needed to teach in classrooms where students with diverse learning needs and abilities are present (Florian & Spratt, 2016). These programs teach teachers how to differentiate instruction, use adaptive technology, and foster an inclusive classroom environment that caters to the needs of all students.

Effective teacher training is aimed at enhancing student’s overall academic performance. Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

Certain aspects of students’ academic performance such as study habit, motivation towards learning and class participation can be enhance via effective teacher training programmes. Study habits refer to the consistent routines that students follow to engage in academic tasks. These routines include how often, when, and where students study. Effective study habits lead to better academic performance because they promote time management and regular engagement with course materials (Amani, 2017). Developing consistent habits helps students reduce last-minute cramming and improve long-term retention of information (Burhanuddin, 2019). Study habits are the strategies that students employ systematically to make learning more efficient and effective. This includes breaking down complex subjects into manageable parts, scheduling study time, and using methods like summarizing or questioning (Ogunmakin, 2021). A well-planned study habit enables students to organize their learning and avoid cognitive overload, improving their ability to understand and recall information (Chuks, 2018). Study habits involve how students allocate and manage their time in relation to academic work. Time management in study habits means setting aside specific times for studying, ensuring a balance between academic and non-academic activities (Roberts & Styron, 2018). Efficient time management as part of study habits helps students meet academic deadlines and reduces stress from overwhelming workloads (Ojo & Ogunde, 2020). Study habits are the techniques and methods tailored by individuals to suit their learning preferences and styles. This can include note-taking, the use of mnemonic devices, or adopting different learning environments (Nuthana & Yenagi, 2018). Personalized study habits increase motivation and make learning more engaging because students adapt methods that align with their strengths (Okeke, 2021).

Study habits are viewed as the discipline required for maintaining focus and commitment to academic work. This includes the ability to avoid distractions, prioritize tasks, and remain consistent in studying, even when faced with external pressures (Onyinye, 2020). Discipline in study habits fosters resilience and perseverance, which are crucial for achieving long-term academic success (Ugwoke, 2017). Study habits are actions taken by students to invest intellectually in their academic pursuits. This involves active engagement with learning materials, asking questions, and seeking deeper understanding of subjects (Bassey, 2022). Such habits encourage critical thinking and improve intellectual growth, allowing students to connect theory with practical applications (Benneth, 2021). Study habits also refer to the practice of regularly reviewing and reflecting on what has been learned. This process involves revisiting past lessons, summarizing key points, and assessing one’s understanding (Akpan, 2019). Reflective study habits promote metacognition, which enhances students’ ability to monitor and adjust their learning strategies (Lawrence & Seidu, 2021). Study habits are practices that focus on achieving specific academic goals. Setting objectives for each study session—whether it’s mastering a topic or preparing for an exam—makes study time more productive (Smith & Turner, 2021). A goal-oriented approach to study habits increases motivation and helps students track their progress (Aslam & Bashir, 2020). Study habits are essential tools for lifelong learning, not just for academic purposes but also for personal development. Developing effective study habits equips students with skills like critical thinking, information organization, and self-discipline, which are valuable in all areas of life (Ali & Malik, 2019). Lifelong learners benefit from strong study habits, as they continually adapt to new knowledge and challenges (Ebenezer, 2022). Study habits can also be seen as a way to reduce academic stress. By organizing study sessions, prioritizing tasks, and preparing ahead of time, students can prevent feelings of being overwhelmed during exams or assignment deadlines (Osei, 2020). When stress is managed effectively through good study habits, students are more likely to perform better and maintain a healthy balance between their academic and personal lives (Singh & Kaur, 2021).

Motivation on the other hand is the process that initiates, guides, and sustains goal-oriented behaviors (Ryan & Deci, 2020). This emphasizes motivation as a dynamic process, not just a single event. It involves setting goals and consistently pursuing them over time. Motivation affects whether individuals start a task and how they stay focused on it until completion. It’s critical in all aspects of life, from education to the workplace, because it directs energy toward specific objectives. Whether the goal is small or large, motivation helps maintain the effort required to achieve it. Motivation refers to the reasons underlying behavior (Schunk & DiBenedetto, 2021). This highlights that motivation stems from reasons that drive behaviors. It could be due to internal desires, like the need for achievement, or external factors, such as rewards or recognition. Understanding these reasons is crucial for educators, employers, and leaders, as it allows them to design environments that support desired behaviors. The reasons can be different for different individuals, which is why personalizing motivation strategies can be effective. Motivation is therefore seen as both complex and individualized, influenced by a variety of factors. Motivation is the force that moves people to think, act, and engage with their surroundings (Pinder, 2019). It is motivation is likened to a driving force that energizes people. It propels them to think about goals, take action, and interact with their environment. Whether it’s the need to complete a task or the desire to solve a problem, this force influences both cognitive and physical engagement. Without motivation, people might remain passive, failing to engage with opportunities or challenges around them. Hence, motivation fuels productivity and learning by prompting interaction with one’s environment. Motivation is the cognitive and emotional driver behind decision-making and goal pursuit (Locke & Schattke, 2019). This recognizes the cognitive and emotional aspects of motivation. It stresses that motivation is not just about action but also involves how people think and feel about their goals. Emotions like excitement, fear, or curiosity can strongly influence a person’s motivation. Likewise, cognitive processes, such as setting goals or planning strategies, are key in determining motivation levels. Together, thoughts and feelings shape a person’s commitment to their objectives and how they navigate obstacles. Motivation is an internal or external condition that activates, directs, and maintains behavior over time (Ormrod, 2020). This points to both internal (personal interests, desires) and external (rewards, feedback) conditions as sources of motivation. It stresses that motivation must not only trigger action but also sustain it over time, especially for long-term tasks. External conditions, like praise or incentives, can spark initial motivation, while internal conditions, such as a sense of achievement, keep people going. The longevity of motivation is key to success, as tasks often require sustained effort over extended periods. This view acknowledges that motivation can wax and wane, influenced by various internal and external factors.

Students’ participation in learning activities simply means taking part in the teaching and learning process. Not as passive listeners, but active participants. Active participation in class improves objective and subjective students’ performance in any given school subject. Active learning techniques and the associated student engagement during teaching leads to a greater number of students meeting the learning outcomes and thus, by extension, improved academic performance (Olaniyi, 2021). Student participation requires the mental and emotional involvement of students in order for them to achieve their aims (Frymier & Houser, 2018). Their participation in class is usually spontaneous, and occurs naturally (Abdullah, Bakar & Mahbob, 2020). Participation of students in group activities is usually not the same and they participate in different ways. The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explore issues and ideas in-depth, from a variety of viewpoints. Certain students will raise their voices more than others; this variation is a result of differences in learning preferences, as well as in personalities. Teamwork can help overcome many shortcomings of traditional learning methods and provide benefits for the students and teachers, where students become more active (Brown, 2012). Students can learn better when they are participating, involved mentally, and are committed in the process of investigation, discovery, and interpretation (Tesfaye & Berhanu, 2018).  Hence the need to analyze teacher training programmes and their effects on students’ academic performance in Delta State.

• Statement of the problem

In recent years, the academic performance of students in Nigeria, particularly in Delta State, has become a subject of great concern to educators, policymakers, and other stakeholders in the educational sector. Despite efforts by both government and private entities to improve the quality of education, reports indicate a steady decline in student performance, especially at the primary and secondary school levels. A critical factor in this trend is the efficacy of teacher training programmes. Teacher education is pivotal to the development of quality education, as it equips teachers with the necessary pedagogical skills, content knowledge, and competencies to enhance student learning outcomes. However, there are growing concerns about whether the existing teacher training programmes are adequately preparing teachers to meet the challenges of the contemporary classroom, particularly with the increasingly diverse student population and the rapid technological advancements in education.

In Delta State, this issue has been exacerbated by several systemic challenges. These include inadequate infrastructure in teacher training institutions, insufficient funding, and a lack of continuous professional development opportunities for teachers (Robert, 2019). Moreover, the curriculum used in many teacher training programmes appears outdated, failing to align with modern teaching methodologies and the evolving needs of students. As a result, many teachers enter the classroom unprepared to effectively engage students or address the learning difficulties they encounter. Consequently, the ripple effect is poor student performance, which manifests in high failure rates in both internal and external examinations, poor retention of knowledge, and low overall academic achievement.

Moreover, teacher quality is an essential predictor of student success. Research consistently shows that students taught by well-trained and motivated teachers are more likely to excel academically. Unfortunately, in Delta State, many teachers lack the necessary skills and motivation to perform optimally. This is partly because the teacher training programmes they undergo do not sufficiently equip them with practical teaching strategies, especially in handling large classrooms, implementing differentiated instruction, or utilizing technology to enhance learning. Additionally, the emphasis in many training programmes on theoretical knowledge over practical, hands-on experience has contributed to the gap between teacher training and actual classroom effectiveness. Teachers often find it difficult to translate theoretical concepts into practical classroom strategies, leading to ineffective teaching practices that do not cater to the diverse learning needs of students.

This has raised concern among educationist and stakeholders as to the extent to which teachers training programme enhances students study habit, motivation, and participation in learning activities. It is against this backdrop that this study seeks to analyze teacher training programmes and their effects on students’ academic performance in Delta State

• Aim and Objectives of the study

The main aim of the study is to analyze teacher training programmes and their effects on students’ academic performance in Delta State. Specifically, the study seeks to:

1. Identify various teachers training programmes in Oshimili South Local Government area of Delta State.
2. Examine the effect of teachers training programme on public secondary school students’ study habit in Oshimili South Local Government area of Delta State.
3. Determine the extent to which teachers training programme enhances public secondary school students’ motivation towards learning in Oshimili South Local Government area of Delta State.
4. ascertain the extent to which teachers training programmes enhance public secondary school students’ participation in learning activities in Oshimili South Local Government area of Delta.
5. Factors teachers’ training programmes in Oshimili South Local Government Area of Delta State
   • Research questions

The following research questions were raised to guide the study:

1. What are the teacher training programmes in Oshimili South Local Government area of Delta State?
2. How does teacher training programmes influence public secondary school students’ study habit in Oshimili South Local Government area of Delta State?
3. To what extent does teachers training programmes enhance public secondary school students’ motivation towards learning in Oshimili South Local Government area of Delta State?
4. To what extent does teachers training programmes enhance public secondary school students’ participation in learning activities in Oshimili South Local Government area of Delta?
5. What are the factors teachers’ training programmes in Oshimili South Local Government Area of Delta State.
   • Significance of the study

The study would be of great benefit to student, teachers, school management, policy makers and future researcher.

For students, improved learning outcomes can result from teacher training programs that equip educators with advanced pedagogical techniques, subject knowledge, and classroom management skills. This leads to more engaging lessons, better explanation of complex concepts, and tailored approaches for different learning styles. Students benefit from improved comprehension and retention of material, potentially achieving higher test scores and overall academic success. Curriculum adjustments influenced by study findings might reshape how subjects are taught. This could involve integrating more practical, real-world applications of concepts, incorporating technology and modern teaching aids, and balancing focus between foundational skills and higher-order thinking. Students may experience a more relevant and engaging curriculum that connects different subjects and includes diverse perspectives. Educational policy changes driven by research results can have far-reaching effects on students. This might include revised standards for teacher certification, implementation of evidence-based teaching methods across schools, changes in student assessment methods, and policies to reduce class sizes or increase individualized attention. Such changes can significantly impact the quality and nature of education students receive. Resource allocation decisions informed by the study can directly affect students’ learning environments. This might involve investment in high-quality training materials for teachers, upgrades to classroom technology, funding for specialized support staff, or improvements to school facilities. Students may benefit from enhanced learning tools and a more supportive educational infrastructure. Student-teacher interactions can be transformed through enhanced teacher training. Teachers may develop a better understanding of student psychology, improved communication skills, and enhanced abilities to create positive, inclusive classroom atmospheres. This can lead to more effective instruction, clearer feedback, and better support for individual student needs.Long-term career prospects for students can be positively influenced by improved academic performance resulting from better teaching. Students may be better prepared for higher education, develop critical thinking and problem-solving skills valued by employers, and have increased confidence in their academic abilities. This can open up a broader range of career options and better position students for scholarships and competitive programs.

For teachers, analyzing training programs helps teachers continually refine their teaching skills and stay updated on the latest pedagogical practices. This enhances their competence and confidence in the classroom, allowing them to deliver more effective lessons and foster better student outcomes. Effective training programs expose teachers to innovative teaching strategies, classroom management techniques, and subject-specific methodologies. This allows them to tailor their teaching to meet the diverse needs of students, improving overall academic performance.  When teachers are well-prepared through training, they experience fewer classroom challenges and frustrations. This leads to increased job satisfaction as they see their students succeed, which in turn motivates them to continue improving their teaching practices. Teachers who undergo continuous professional development through effective training programs are seen as professionals who are dedicated to their craft. This recognition can enhance their reputation within the education community and provide career advancement opportunities.Teacher training often includes strategies for handling classroom dynamics, managing student behavior, and creating positive learning environments. By mastering these skills, teachers can create more organized and focused classrooms, which helps reduce stress and increases teaching effectiveness. Education is constantly evolving with new technology, changing student demographics, and emerging societal challenges. Teacher training helps educators adapt to these changes, ensuring they are equipped to meet the evolving needs of their students. Training programs often focus on helping teachers understand and address the diverse needs of students, including those with learning disabilities, different cultural backgrounds, or varying learning styles. This enhances teachers’ ability to reach all students effectively, leading to better academic outcomes for everyone.Teacher training programs often create opportunities for peer collaboration, where teachers can share experiences, challenges, and solutions. This professional community fosters a supportive environment, which can help teachers refine their methods and enhance student learning.

For school management, findings of such a study can provide empirical evidence about the effectiveness of current training programs and highlight areas in need of improvement. This allows school leaders to develop more targeted and impactful training sessions that address specific gaps in teachers’ knowledge or skills, leading to improved classroom practices and student performance. The findings can inform school leaders about which aspects of teacher training are most beneficial for student achievement, enabling them to allocate funds and resources more strategically. For instance, if the study reveals that training in technology integration leads to significant gains in student engagement and academic success, school management may prioritize investments in educational technology and corresponding teacher training. Findings from the study provide school management with a data-driven approach to evaluate teachers based not only on student performance but also on their participation in and application of professional development initiatives. This holistic approach to teacher evaluation can foster a culture of continuous improvement within the school. The study’s findings can offer insight into how teacher training directly impacts student achievement. By understanding which types of training have the most significant effects, school management can implement or refine initiatives that ensure teachers are equipped to meet students’ needs effectively. This can help bridge learning gaps and promote higher academic standards. The study’s findings may indicate that teachers who receive ongoing, relevant training are more likely to stay in the profession and feel more fulfilled in their roles. School management can use this information to attract and retain high-quality teachers, creating a stable and supportive work environment. The findings can emphasize the importance of collaboration among teachers, especially in sharing knowledge gained from training programs. School management can foster a collaborative school culture by organizing mentorship programs, peer observations, and professional learning communities where teachers learn from one another. This collaborative atmosphere can lead to innovation in teaching practices and a stronger sense of community within the school. The findings of this study can guide school management in aligning their training programs with local, national, or international educational standards, ensuring that the institution remains compliant and competitive. Schools can also leverage the study’s insights to prepare for accreditation processes, showcasing their commitment to continuous improvement in teaching and learning.

For policy makers, findings of this study provide concrete evidence about the link between teacher training and student performance, enabling policymakers to develop policies that prioritize and promote high-quality professional development for educators. Such evidence-based policies can lead to systemic improvements in education at the local, regional, or national levels. The findings can guide policymakers in setting standards and regulations for teacher training programs. For example, if the study reveals that specific training in technology, differentiated instruction, or classroom management yields significant improvements in student outcomes, policymakers may choose to mandate or encourage these components in all teacher training curricula. This ensures that future teachers are equipped with the skills needed to succeed in the classroom. The findings of the study can highlight which types of teacher training are most effective in improving student performance, guiding policymakers to allocate funding to the areas that will have the greatest impact. This ensures that public funds are used efficiently to foster educational improvement. The findings of this study can help policymakers align teacher training initiatives with these broader educational goals. For instance, if the goal is to improve literacy, policymakers may prioritize teacher training in reading instruction. This alignment ensures that teacher development efforts contribute to achieving national education targets. The study’s findings could reveal the importance of continuous professional development in retaining qualified teachers. Policymakers can use this information to craft policies that support teacher retention through ongoing professional development opportunities, career advancement pathways, and incentives for lifelong learning. By improving teacher retention rates, education systems can maintain a stable and experienced workforce. The findings of this study can offer insights into emerging trends in education, such as the integration of technology or the need for 21st-century skills like critical thinking and collaboration. Policymakers can use this information to design forward-looking policies that prepare teachers and students for the demands of a rapidly changing world.

For future researchers, findings of this study can reveal new areas for future exploration, helping researchers identify gaps in the current body of knowledge. For example, if the study suggests that certain aspects of teacher training are highly effective in improving student outcomes, future researchers may investigate these elements further, expanding on the original findings and exploring them in different educational contexts. Future researchers can use the findings of this study as a foundation for their own work. By replicating or extending the research, they can test the generalizability of the findings across different educational settings, regions, or age groups. This contributes to the development of a broader, more comprehensive understanding of the impact of teacher training on student performance.  The study’s findings may open up opportunities for cross-disciplinary research, combining insights from fields such as psychology, sociology, and educational technology. For example, if the study reveals that technology training improves student engagement, future researchers might collaborate with technologists to explore how specific tools or platforms can be optimized for educational purposes. The findings of this study, along with its research design, can serve as a model for future studies. Future researchers can build on the methods used in this study to create more robust research designs, improve data collection techniques, or develop new ways to analyze the impact of teacher training on student outcomes. Future researchers can use the study’s findings to advocate for changes in educational policy or practice. By conducting follow-up studies or meta-analyses, researchers can provide additional evidence that supports the implementation of effective teacher training programs at the local, regional, or national level. This reinforces the importance of research in driving educational improvement.  The findings can serve as a baseline for longitudinal studies, allowing future researchers to track the long-term effects of teacher training on student outcomes.

• Scope / Delimitation of the study

The study is focused on analyzing teacher training programmes and their effects on students’ academic performance. The study is delimited to public secondary schools in Oshimii South Local Government Area of Delta State. With particular emphasis on training proraggmes, study habit, motivation and participation in learning activities. Respondents of the study are public secondary school teachers in the study area.

• Area of the study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

• Definition of Terms

Teachers Training Programmes: Teachers training programs are essential for the professional development of educators, equipping them with the necessary skills, knowledge, and strategies to be effective in the classroom. There are various types of training programs designed for teachers at different stages of their careers.

Academic Performance: Academic performance refers to how well a student meets educational standards set by their institution or education system. It is typically measured by grades, test scores, and overall achievements in coursework. Academic performance reflects a student’s understanding of subjects and their ability to apply learned skills.

Motivation: Motivation is the internal or external drive that compels a person to engage in a particular behavior, such as learning or participating in educational activities. In the context of education, motivation can be intrinsic (driven by personal satisfaction or interest in the subject) or extrinsic (driven by external rewards like grades or recognition).

Students’ Participation in Learning Activities: This refers to the extent to which students actively engage in educational tasks, including attending classes, completing assignments, participating in discussions, and taking part in group projects or other academic exercises. High participation usually indicates a greater involvement in the learning process and often correlates with better understanding and performance.

Secondary School: Secondary school is an educational institution that serves students in the years between primary school and higher education, typically from about age 11 or 12 to age 18. It includes middle and high school, and students are often prepared for standardized exams or qualifications required for higher education or vocational training.

Pages:  102

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.