ASSESSING THE INFLUENCE OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMMES ON THE TEACHING METHODOLOGIES OF HISTORY TEACHERS IN SENIOR SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA

Forfattere

  • Uchechi Ngozi Wosu Department of Educational Foundations, Faculty of Education, Rivers State University, Nigeria
  • Oroma Alikor Department of Educational Foundations, Faculty of Education, Rivers State University, Nigeria
  • Bartholomew Godstime Orlunga Department of Educational Foundations, Faculty of Education, Rivers State University, Nigeria

DOI:

https://doi.org/10.46827/ejes.v11i11.5597

Nøgleord:

continuous, professional, development, programmes, teaching, methodologies, history teachers

Resumé

The study assessed the influence of continuous professional development programmes on the teaching methodologies of history teachers in senior secondary schools in Rivers State. Three research questions with corresponding three hypotheses guided the study. The study adopted descriptive survey designs. The population for the study consisted of 604 History teachers in public senior secondary schools in Rivers State. A retrieved sample was used for analysis, and there were 280 respondents. Stratified random sampling was used to stratify Rivers State into Rivers East, Rivers West and Rivers South East senatorial districts. Stage Quota sampling technique was applied to select History teachers from each senatorial district in Rivers State. The instrument constructed was a questionnaire titled “Influence of Continuous Professional Development Programmes on the Teaching Methodologies of History Teachers Questionnaire (ICPDPTMHTQ). The content and face validity instrument was validated by experts and History head teachers. Cronbach alpha was used to determine the reliability index of 0.80. Out of 302 copies of the instrument distributed to the respondents, 280 copies of the instruments were returned. Multiple Regression statistics method associated with ANOVA and t-test was used to answer research questions and test the hypotheses at 0.05 level of significance. The findings revealed that Continuous professional development significantly enhances teaching methods for history teachers in Rivers State. However, project-based learning, field trips, virtual tours, game-based learning, visual learning, and the Socratic method show no significant influence, indicated by high p-values and low coefficients. The study recommended that school administrators should be encouraged to offer CPD programmes that include training on innovative teaching strategies, like project-based learning and field trips, to enhance the overall effectiveness of history instruction.

 

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Forfatterbiografier

  • Uchechi Ngozi Wosu, Department of Educational Foundations, Faculty of Education, Rivers State University, Nigeria

    Dr. Uchechi Ngozi Wosu is a Lecturer in the Department of Educational Foundations, Faculty of Education, Rivers State University, Port Harcourt. She holds a Ph.D and M.Ed in Educational Evaluation from the Institute of Education, University of Ibadan, Nigeria. She obtained a B.Ed in Secretarial Studies from Ignatius Ajuru University of Education, Port-Harcourt. She is a distinguished author who has published in reputable Local and Foreign Journals. She is a member of the Association of Educational Researchers and Evaluators of Nigeria (ASSEREN). She is married and blessed with two sons.

  • Oroma Alikor, Department of Educational Foundations, Faculty of Education, Rivers State University, Nigeria

    Oroma Alikor is a Lecturer at the Department of Educational Foundations and Faculty of Education (History and Policy of Education Option), Rivers State University, Port Harcourt, Nigeria. She holds a PhD degree in Educational Foundations (History and Policy of Education option) obtained from Ignatius Ajuru University of Education Rumuolumeni Port Harcourt. Masters of Education M.Ed (policy studies and governance in Education) obtained from the University of the Free State Bloemfontein, South Africa. Bachelor of Science (BSc) in Educational Foundations (Adult and Community Education option) obtained from Rivers State University of Science and Technology Port Harcourt. Her experience and educational background will no doubt make a positive impact on teaching and writing history at all levels. She is currently a lecturer in the Department of Educational Foundations, Faculty of Education, Rivers State University, Port Harcourt. She has published both locally and internationally in reputable journals. She is a member of the History of Education Society of Nigeria and an affiliate of the International Standing Conference for History of Education (ISCHE). She is happily married to Professor Chizindu A. Alikor, and they have four children.

  • Bartholomew Godstime Orlunga, Department of Educational Foundations, Faculty of Education, Rivers State University, Nigeria

    Bartholomew Godstime Orlunga (PhD), Lecturer at the Department of Educational Foundations, Faculty of Education (History and Policy of Education Option), Rivers State University, Port Harcourt, Nigeria. He holds a PhD and M.ED degree in the Department of Educational Foundations (History and Policy of Education option) obtained from Ignatius Ajuru University of Education, Port Harcourt. He also holds a Bachelor of Science Education degree in Political Science. BSc.ED obtained from Ignatius Ajuru University of Education, Port Harcourt. He is a prolific writer who has contributed immensely to reputable national and international journals, authored a book and delivered sound academic papers at conferences. He is currently a lecturer at Rivers State University, Department of Educational Foundations, Faculty of Education, and a reputable member of the History of Education Society of Nigeria of the International Standing Conference for History of Education (ISCHE). He is married with a daughter.

Referencer

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Publiceret

2024-09-27

Nummer

Årg. 11 Nr. 11 (2024)

Sektion

Articles

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