Teacher Training

The study investigated the influence of teacher training on English language proficiency among secondary school students in Ovia North East Local Government Area (LGA) of Edo State, Nigeria. It also examined the perceived effectiveness of current teacher training programmes for English language teachers; determined the level of English language proficiency among secondary school students; investigated the relationship between teacher training and students' English language proficiency; identified the challenges faced by English language teachers despite their training in promoting students' English language proficiency. To guide this study, four research questions were raised. This research adopted a descriptive survey research design. The population of the study is made up of all English language teachers and all secondary school students in Ovia North East Local Government Area of Edo State. Using simple random sampling, and purposive sampling, ninety-two (92) secondary school students (specifically SS1-SS3) were selected. The instruments for data collection were a questionnaire titled "Teacher Training and Proficiency Questionnaire" and "Student English Language Proficiency Test ". The findings of this study revealed that teacher training programmes enhanced instructional skills and teaching quality, though they suffered from inadequate resourcing and limited follow-up mechanisms. Secondary school students exhibited moderate proficiency levels across vocabulary, grammar, speaking, listening, writing, and comprehension skills. The findings in research question three showed a significant positive correlation between teacher training quality and students' English language proficiency, confirming that better-trained teachers achieve improved student outcomes. It was also found that teachers faced substantial challenges including inadequate instructional material. Based on the findings, this study recommends that school authorities should ensure mandatory employment of qualified English language teachers in secondary schools; the government and educational stakeholders must address the factors affecting students' performance by providing adequate teaching and learning materials, employing more qualified teachers, and creating conducive learning environments; school authorities should adopt the suggested improvement strategies including provision of variety of teaching materials, regular in-service training for teachers, and increased instructional time for English language learning to enhance teacher effectiveness and student outcomes.

This study evaluated the impact of teachers’ training on the implementation of Integrated Science curriculum in junior secondary school in Ovia North East L.G.A of Edo State. Four research questions were raised to guide this study. The study adopted descriptive survey research design. The population of this study
comprises of thirteen (13) public junior secondary schools with two hundred and fifty (250) teachers in Ovia North East Local Government Area of Edo State. The respondents were the one hundred and fifty (150) public junior secondary school teachers in Ovia North East Local Government Area in Edo State. The sample size of five (5) schools was selected using the simple random sampling technique and thirty (30) teachers were selected from each sampled school making one hundred and fifty (150) teachers as respondents using convenience sampling technique. The instrument used for data collection is a self-constructed questionnaire. The measuring instrument for this study was subjected to her supervisor for validation. The comments, suggestions and corrections from the supervisor were effected in the final draft of the instrument. The data
the study revealed that inadequate implementation of curriculum affect teaching and learning of Integrated Science in junior secondary school. Insufficient teachers’ training contributes to poor academic performance and weak scientific literacy. Poor mastery of integrated pedagogical approaches affect teaching and learning of integrated science curriculum. There are possible measures that can be taken to minimize the poor teacher training on the implementation of Integrated Science curriculum such as organize periodic in-service training, seminars, and workshops to update teachers oncurrent trends well-equipped laboratories and resource centers make it easier for teachers to conduct hands-on activities and experiments and many more. Based on the findings stated above, the following recommendations were made; Colleges of Education and
universities should update Integrated Science teacher-education curricula to reflect current trends in science education, inquiry-based learning, and ICT integration. Ministries of Education should organize periodic workshops, seminars, and refresher courses on new teaching methods, curriculum changes, assessment strategies, and practical science activities. Government and school administrators should supply adequate laboratory materials, equipment, and ICT tools. Professional development should focus not only on content but also on how to teach integrated concepts effectively. Finally, schools should create platforms where Integrated Science teachers can share challenges, lesson plans, teaching aids, and innovative ideas