Project – Impact of Staff Development Programme on Secondary School Students Academic Achievement in Biology.

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CHAPTER ONE

INTRODUCTION

• Background to the Study

Staff development programs have been identified as a significant factor in improving the academic achievement of secondary school students, particularly in the field of Biology. According to a study by Yoon, Duncan, Lee, Scarloss, and Shapley (2007), professional development for teachers can lead to improved student achievement. The study found that teachers who received substantial professional development (an average of 49 hours in the nine studies) could boost their students’ achievement by about 21 percentile points. This suggests that staff development programs can have a significant impact on student outcomes in Biology.

In addition, a study by Desimone (2009) found that teacher learning and improvements in their practice are more likely to occur if professional development activities are long-term, focused on academic content, involve active learning, and are coherent. This implies that staff development programs that are designed with these characteristics in mind can lead to improved student achievement in Biology.

Moreover, a study by Darling-Hammond, Hyler, and Gardner (2017) found that effective professional development programs are those that provide coaching and expert support, offer feedback and reflection, and provide opportunities for teacher collaboration. These findings suggest that staff development programs that incorporate these elements can lead to improved student achievement in Biology.

However, it is important to note that the impact of staff development programs on student achievement can be influenced by various factors. According to a study by Guskey (2002), the effectiveness of professional development programs can be influenced by factors such as the quality of the program, the support from school leadership, and the teachers’ beliefs and attitudes towards the program. This suggests that for staff development programs to have a significant impact on student achievement in Biology, these factors need to be taken into consideration.

Furthermore, a study by Borko (2004) found that the context in which professional development occurs can also influence its effectiveness. The study found that professional development programs that are situated in the teachers’ own classrooms and schools are more likely to lead to improvements in their practice and, consequently, student achievement. This suggests that staff development programs that are context-specific can have a significant impact on student achievement in Biology.

In conclusion, the literature suggests that staff development programs can have a significant impact on secondary school students’ academic achievement in Biology. However, the effectiveness of these programs can be influenced by various factors, including the quality of the program, the support from school leadership, the teachers’ beliefs and attitudes towards the program, and the context in which the program occurs. Therefore, for staff development programs to have a significant impact on student achievement in Biology, these factors need to be taken into consideration.

• Statement of the Problem

The problem of the impact of staff development programmes on secondary school students’ academic achievement in Biology in Nigeria is a multifaceted issue that requires thorough examination. According to Okebukola (2002), the quality of education in Nigeria has been on a steady decline, with Biology being one of the subjects most affected. This decline has been attributed to several factors, including inadequate teacher training and development.

The staff development programmes in Nigeria have been criticized for not being effective enough in improving the quality of teaching and learning in schools (Adeyemo, 2010). The programmes often lack the necessary depth and breadth to equip teachers with the skills and knowledge they need to effectively teach Biology. This inadequacy in teacher training and development has a direct impact on students’ academic achievement in Biology.

Furthermore, the lack of continuous professional development for teachers in Nigeria has been identified as a major problem (Oloruntegbe, 2011). Teachers are not given enough opportunities to update their knowledge and skills, which affects their ability to teach effectively. This lack of continuous professional development is particularly problematic for Biology teachers, as the field of Biology is constantly evolving.

Moreover, the impact of these staff development programmes on students’ academic achievement in Biology is not well understood. There is a dearth of empirical studies on this issue in the Nigerian context (Adeyemo, 2010). This lack of research makes it difficult to determine the effectiveness of these programmes and to identify areas for improvement.

In addition, the lack of a comprehensive and coherent policy on teacher development in Nigeria is a major problem (Okebukola, 2002). The current policy is fragmented and lacks a clear vision for teacher development. This lack of a coherent policy makes it difficult to implement effective staff development programmes.

The impact of staff development programmes on secondary school students’ academic achievement in Biology in Nigeria is a complex issue that requires further research. There is a need for more empirical studies on this issue, as well as a comprehensive and coherent policy on teacher development.

• Aim and objectives of the Study

The aim of the study is to examine the impact of Staff Development Programme on Secondary School Students Academic Achievement in Biology. The specific objectives of the are:

Hello! Here are five potential objectives for a study on the impact of staff development programs on secondary school students’ academic achievement in Biology:

1. To evaluate the effectiveness of staff development programs in improving the teaching skills of Biology teachers.
2. To assess the correlation between staff development programs and the academic performance of secondary school students in Biology.
3. To identify the specific areas of Biology curriculum that are most positively affected by staff development programs.
4. To determine the extent to which staff development programs influence students’ interest and engagement in Biology.

• Research Questions

The research questions are stated below:

1. How effective are staff development programs in improving the teaching skills of Biology teachers?
2. Is there a correlation between staff development programs and the academic performance of secondary school students in Biology?
3. What are the specific areas of the Biology curriculum that are most positively affected by staff development programs?
4. To what extent do staff development programs influence students’ interest and engagement in Biology?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Staff development programmes cannot improve the teaching skills of Biology teachers

H₁: Staff development programmes can improve the teaching skills of Biology teachers.

• Significance of the Study

The significance of the study on the impact of Staff Development Programmes on Secondary School Students’ Academic Achievement in Biology is multi-faceted. Firstly, it provides an empirical basis for the assertion that teacher quality and continuous professional development directly influence students’ academic performance. This is particularly important in the field of Biology, a subject that requires a deep understanding of complex concepts and processes. The study could potentially highlight the correlation between well-trained, knowledgeable teachers and improved student outcomes in this subject.

Secondly, the study could serve as a catalyst for policy changes in the education sector. If the findings indicate a positive impact of Staff Development Programmes on students’ academic achievement, it could prompt education policymakers to invest more resources into such programmes. This could lead to a systemic improvement in the quality of Biology education, and by extension, the overall quality of secondary education.

Thirdly, the study could also have implications for the professional development of teachers. It could provide insights into the types of training and development activities that are most effective in enhancing teachers’ ability to teach Biology. This could help in the design of more targeted and effective professional development programmes for Biology teachers.

Fourthly, the study could contribute to the body of knowledge on the relationship between teacher development and student achievement. This is a topic of ongoing research interest in the field of education, and the study could add a new dimension to this by focusing specifically on the subject of Biology. The findings could be used to inform future research in this area.

Fifthly, the study could have a direct impact on students. If Staff Development Programmes are found to improve academic achievement in Biology, students could benefit from improved teaching methods, a deeper understanding of the subject, and potentially, better grades. This could have long-term benefits for students, including increased opportunities for further study and careers in the field of Biology.

Lastly, the study could also have societal implications. Biology is a key subject that underpins many of the challenges facing society today, from health and disease to environmental conservation. By improving the quality of Biology education, we could potentially equip future generations with the knowledge and skills needed to tackle these challenges. This underscores the broader significance of the study beyond the confines of the classroom.

• Scope of the Study

The study examines the impact of Staff Development Programme on Secondary School Students Academic Achievement in Biology. The study is restricted to Secondary Schools in Agege, Lagos.

• Operational Definition of Terms

Impact: In the context of this study, impact refers to the effect or influence that the Staff Development Programme has on the academic achievement of secondary school students in Biology. It could be positive, negative, or neutral, and is typically measured through various metrics such as test scores, understanding of the subject, and application of knowledge.

Staff Development Programme: This refers to a series of activities designed to improve the skills, knowledge, and effectiveness of staff members, in this case, teachers. These programmes often include workshops, seminars, and training sessions on various teaching methodologies, curriculum development, and student engagement strategies.

 Secondary School: This is a type of school that typically serves students in grades 9 through 12, although this can vary by country. Secondary schools are often divided into junior and senior levels, and they prepare students for higher education or vocational training.

4. Student’s Academic Achievement: This term refers to the level of proficiency a student has achieved in their academic studies. It is often measured through grades, standardized test scores, and other formal assessments. In the context of this study, it specifically refers to achievement in the subject of Biology.

5. Biology: This is a natural science that studies life and living organisms, including their physical structure, chemical processes, molecular interactions, physiological mechanisms, development, and evolution. In secondary school, Biology is often a core subject and is fundamental to the understanding of life and the world around us. 

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Project – Impact of Staff Development Programme on Secondary School Students Academic Achievement in Biology.