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p-Index From 2021 - 2026
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All Journal Formosa Journal of Science and Technology (FJST) International Journal of Educational and Life Sciences (IJELS)
Abubakar Sahabi Aliyu
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Religion Humanities Computer Science & IT Education Industrial & Manufacturing Engineering Public Health Social Sciences Other

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Collaborative Professional Development: A Catalyst for Science Education Reform in Nigeria Usman Rufai Fakai; Aliyu Sa’adu; Muhammad Abdullahi Argungu; Abubakar Sahabi Aliyu
Formosa Journal of Science and Technology Vol. 3 No. 9 (2024): September 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjst.v3i9.11583

Abstract

This study examines the impact of collaborative professional development (CPD) on science education in Nigeria using a mixed-methods research design. Combining qualitative interviews, focus groups, and classroom observations with quantitative surveys and academic performance data, the study explores CPD's influence on teaching practices and student outcomes. The results demonstrate that CPD significantly enhances teaching practices, boosts teacher confidence, and improves student engagement and performance. Teachers reported adopting more interactive, student-centered instructional methods, particularly through Professional Learning Communities (PLCs) and peer coaching. Quantitative analysis revealed a statistically significant increase in student science test scores following CPD implementation. However, challenges such as resource constraints, time limitations, and insufficient administrative support were identified as barriers to effective CPD. The study emphasizes the need for fostering a collaborative culture in schools, ensuring adequate resources, and supporting continuous professional growth through structured policies. These findings highlight the importance of integrating CPD into teacher evaluation and career progression frameworks to achieve sustainable improvements in science education. By addressing these challenges and maximizing the benefits of CPD, Nigerian schools can enhance science education quality, leading to improved student outcomes and overall educational development.
Catalyzing Collaboration: Reacting to Change Through Collaborative Teacher Professional Development for Transformative Science Education in Nigeria Usman Rufai Fakai; Aliyu Sa’adu; Muhammad Abdullahi Argungu; Abubakar Sahabi Aliyu
International Journal of Educational and Life Sciences Vol. 2 No. 9 (2024): September 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijels.v2i9.2329

Abstract

This study investigates the impact of collaborative professional development (CPD) on science education in Nigeria, utilizing a mixed-methods research design. Through a combination of qualitative interviews, focus groups, and classroom observations, alongside quantitative surveys and academic performance data, the study explores how CPD influences teaching practices and student outcomes. Quantitative data showed a statistically significant improvement in student science test scores post-CPD implementation. However, challenges such as resource constraints, time limitations, and insufficient administrative support were identified as barriers to effective CPD implementation. The study highlights the importance of fostering a collaborative culture in schools, providing adequate resources, and ensuring continuous professional growth through structured and supportive policies. These findings underscore the need for educational policymakers to prioritize CPD, integrating it into teacher evaluation and career progression frameworks to achieve sustainable improvements in science education.
Co-Authors Aliyu Sa’adu Muhammad Abdullahi Argungu Usman Rufai Fakai