THE INFLUENCE OF TEACHER’S PROFESSIONAL TRAINING ON STUDENTS’ ACADEMIC ACHIEVEMENT
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- NGN 3000
ABSTRACT
This research study which focused on finding the influence of teachers’ professional training on students’ academic achievement was limited in one secondary school “Modern Idea College” (MIC), Enugu as the area of the study where the entire senior secondary school III were the target population from which a sample of 60 participants (students) were randomly selected, splint into two group (experimental and control group), thereafter, each group was treated with teaching in two subjects (English Language and Mathematics). These two subjects were taught to each group evenly but while the experimental group was taught by professionally trained teachers, the control group was under unprofessionally trained teachers (quacks). A standardized (NECO) achievement test was administered to the two groups at the same time after four weeks lesion period (treatment). The scores form these two groups were compared and finally subjected to a test of significant (independent t-test). The result of the comparison indicated a wide different in the groups academic achievement and gave ground for the researcher to reject his original null hypothesis and accept the alternative which stated that “there will be a significant difference between the score of the two groups. The significant influence of the independent variable (professional and unprofessional) on the dependent variable (academic achievement) of the study was determined by a t-result which disproved the second null hypothesis and granted acceptability to its alternative which advocated that the academic achievement of learners will be influenced by their teacher’s level of professional training significantly”. To this, the researcher was able to establish that level of teacher’s professional training goes a long way in determining the learning quality of the learners.
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