IMPACT OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMMES ON SCIENCE LECTURERS’ KNOWLEDGE AND USE OF MODERN TECHNOLOGIES IN TEACHINGIN TERTIARY INSTITUTIONS

Udu David Agwu

Abstract


Teacher Professional Development Programme (TPDP) refers to a wide
variety of specialized training, formal education, or advanced professional
learning intended to help teachers to improve on their professional
knowledge, competence, skill, and effectiveness. This study examined the
impact of a TPDP on male and female science lecturers’ levels of knowledge
and extent of utilisation of modern technologies in teaching in the tertiary
institutions. The study adopted a descriptive survey design. The population
was 457 Science lecturers from three tertiary institutions in Ebonyi State, who
had participated in a TPDP – Advanced Digital Appreciation Programme for
Tertiary Institutions (ADAPTI) from 2015 to 2018. The sample was 125
lecturers (72 males and 53 females) drawn from the population through
stratified random sampling technique. A researcher-made structured
questionnaire was used for data collection, which was validated by three
experts in Science Education. Cronbach Alpha was used to determine the
internal consistency of the items, with reliability indices of .81 and .78 for
clusters A and B of the questionnaire respectively, and .76 for the two clusters
combined. Data obtained were analysed qualitatively and quantitatively.
Findings of the study revealed that after the TPDP, the lecturers ‘levels of
knowledge of modern technologies increased, however, their extent of
utilisation of these technologies in teaching was still low. The study further
found no significant difference in the male and female lecturers’ knowledge
and use of modern technologies in teaching after the TPDP. The researcher
recommended, among others, that tertiary institutions should regularly engage
their lecturers in TPDP for effective utilization of modern technologies in
teaching, for enhanced students’ academic performance.

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