Role
of Ongoing Professional Development in Equipping Teachers with Effective Stem
Teaching Practices in Colleges of Education in Plateau State, Nigeria
Dr.
Dung Mohammed Dauda1; Mr.NanbalJibba Ladan2; Dr.Danladi Ibrahim3
1. Department of
Integrated Science, Federal College of Education, Pankshin,
Plateau State. Nigeria. Email: dungmohamed@gmail.com; Phone:
+2348034590767
2. Department of Computer Science, Federal College of Education, Pankshin, Plateau State, Nigeria. Email: n_ladan@yahoo.com, Phone: +2347034427263
3. Department of Integrated Science, College of
Education, Akwanga, Nassarawa
State. Nigeria
This
study investigates the role of ongoing professional development (PD) in
enhancing the effectiveness of STEM teaching practices among educators in
Colleges of Education in Plateau State, Nigeria. Aimed at evaluating how
professional development influences teachers' content knowledge, pedagogical
skills, and classroom management in STEM subjects, the study adopted a
survey design, involving a sample of 150 STEM educators. Data were collected
through structured questionnaires and analyzed
using descriptive and inferential statistics. Findings indicate that regular
professional development significantly deepens teachers' understanding of
core STEM concepts, refines their instructional strategies, and boosts their
confidence in managing STEM classrooms. Additionally, teachers who engaged
in professional development were more adept at implementing inquiry-based
methods that foster student engagement and critical thinking. These results
underscore the importance of sustained, targeted PD initiatives for
equipping educators with the skills necessary to deliver high-quality STEM
education. Based on these findings, it is recommended that stakeholders
invest in specialized, collaborative, and regularly updated professional
development programs tailored to the demands of STEM teaching.
Accepted:22/11/2024
Published: 14/12/2024
*Corresponding Author
Dung Mohammed Dauda
Email: dungmohamed@ gmail.com
Phone: +2348034590767
Keywords: Professional
Development (PD), STEM Education, Pedagogical Skills, Classroom Management,
Inquiry-Based Methods.
INTRODUCTION
In
recent years, the need for high-quality Science, Technology, Engineering, and
Mathematics (STEM) education has become increasingly critical, as STEM skills
are essential for preparing students to thrive in a rapidly evolving,
technology-driven world (Kelley & Knowles, 2016). Teachers play a pivotal
role in equipping students with these skills, and their effectiveness in
delivering STEM education largely depends on their own expertise and
instructional approaches. This has highlighted the importance of ongoing
professional development (PD) to ensure that teachers are well-prepared to
engage students in STEM subjects with innovative, effective teaching practices.
Colleges of Education in Nigeria, particularly in Plateau State, are expected
to provide this support to educators, thereby fostering teaching excellence and
enhancing student outcomes in STEM fields.
STEM
education in Nigeria faces several challenges, including limited teacher
expertise, insufficient resources, and a lack of innovative teaching methods (Ogunleye & Jegede, 2016).
Many teachers in Nigeria's Colleges of Education report insufficient training
in current STEM instructional practices, particularly in hands-on and
inquiry-based methodologies that are crucial for student engagement and
understanding (Eze et al., 2017). Professional
development programs designed to address these needs can help bridge the gap,
enabling teachers to stay updated with modern pedagogical strategies, integrate
technology effectively, and align their teaching with global standards in STEM
education (Adewale, 2018).
Professional
development in STEM education has been recognized globally as a key strategy to
equip teachers with both content knowledge and pedagogical skills. Professional
development enables teachers to acquire, practice, and reflect on new
instructional strategies and technologies, which are particularly important in
STEM fields where rapid technological advancements demand up-to-date knowledge
and adaptability (Luft & Hewson,
2016). High-quality STEM PD programs emphasize active learning, allowing
teachers to experience inquiry-based and problem-solving strategies firsthand,
thereby increasing the likelihood that they will apply these approaches in
their classrooms (Desimone & Garet,
2017).
Research
has shown that professional development positively influences teachers'
confidence and competence in STEM, ultimately leading to improved student
achievement (Guskey, 2018). A study by Stehle and Peters-Burton (2019) found that teachers who
participated in STEM-focused professional development reported greater
confidence in their teaching practices and a stronger commitment to
inquiry-based learning. Similarly, Kelley and Knowles (2016) noted that
sustained professional development led to improved teacher effectiveness in
implementing STEM lessons, particularly through activities like project-based
learning, which encourage students to apply STEM knowledge in practical,
real-world contexts.
In
Plateau State, Colleges of Education face unique challenges in equipping
teachers with STEM teaching practices due to limited funding, resources, and
access to updated materials (Nwafor & Okoli, 2020). Many teachers are not adequately trained in
using modern technology and instructional strategies, which are fundamental in
the effective delivery of STEM content (Adewale,
2018). Additionally, there is a gap between the STEM curriculum in teacher
training institutions and the practical, hands-on skills needed in real
classrooms (Eze et al., 2017). Consequently, teachers
often enter classrooms without sufficient preparation to engage students
actively in STEM, limiting students' understanding and interest in these fields.This highlights the need for ongoing professional
development programs tailored to the specific needs of teachers in Plateau
State.
Statement
of the Problem
Despite
the increasing emphasis on Science, Technology, Engineering, and Mathematics
(STEM) education as a catalyst for national development, many teachers in
Nigeria's Colleges of Education, especially in Plateau State, struggle to
deliver effective STEM instruction. Research indicates that a significant
portion of these educators lack up-to-date training in current STEM teaching
practices, limiting their ability to engage students effectively and address
the skills gap in STEM fields (Adewale, 2018; Eze et al., 2017). The rapid pace of technological
advancements requires teachers to possess not only subject knowledge but also
the ability to employ modern, interactive instructional methods such as
inquiry-based learning and problem-solving approaches, which are essential for
fostering critical thinking and practical application of STEM concepts (Kelley
& Knowles, 2016; Guskey, 2018).
In
Plateau State, ongoing professional development (PD) is often underfunded,
inconsistent, and lacking in STEM-specific content, which further exacerbates
the issue. Many teachers, therefore, rely on traditional, lecture-based methods
that do not align with best practices in STEM education, ultimately affecting
students’ engagement, critical thinking, and readiness for STEM-related careers
(Nwafor & Okoli, 2020).
The limited availability of PD programs tailored to the unique challenges of
STEM subjects means that teachers lack the support to implement innovative teaching
practices effectively.
This
gap in teacher preparedness raises critical questions: To what extent are
current professional development programs equipping teachers with the skills
needed to implement effective STEM instruction? And how can continuous, high-quality
PD contribute to improving the quality of STEM education in Nigerian Colleges
of Education? Addressing these issues is essential for building a workforce
capable of supporting Nigeria’s technological and economic growth. This study,
therefore, seeks to investigate the role of ongoing professional development in
equipping teachers with effective STEM teaching practices in Colleges of
Education in Plateau State, aiming to provide insights and recommendations for
enhancing teacher effectiveness in STEM education.
Aim and Objectives
The aim of the study is to find out
the role
of ongoing professional development in equipping teachers with effective STEM
teaching practices in Colleges of Education in Plateau State, Nigeria. The
study aims to achieve the following specific objectives:
1.Examine the extent
to which ongoing professional development programs improve teachers' content
knowledge in STEM disciplines in Colleges of Education in Plateau State.
2.Assess the effectiveness of professional development programs in promoting
modern STEM instructional practices among teachers in Plateau State.
3.To
investigate the impact of professional development on teachers' confidence in
using technology and other innovative tools for STEM instruction
Research Questions
The following research questions were raised to
guide the study:
1.To what extent does ongoing
professional development enhance teachers' content knowledge in STEM
disciplines?
2.How effective are professional
development programs in promoting modern STEM instructional practices among
teachers?
3.What is the impact of professional
development on teachers’ confidence in using technology and innovative tools
for STEM instruction?
Hypotheses
The following hypotheses were
formulated and tested at 0.05 level of significance:
H01: Ongoing professional development programs do
not significantly improve teachers' content knowledge in STEM disciplines.
H02: Professional development programs do not significantly
promote the adoption of modern STEM instructional practices among teachers.
H02: Professional development does not have a
significant positive impact on teachers' confidence in using technology and
innovative tools for STEM instruction.
METHODOLOGY
Research
Design
This study adopts a survey research design to explore the
impact of ongoing professional development on STEM teaching practices in
Colleges of Education in Plateau State. A survey design is appropriate for
collecting data on teachers’ experiences, perceptions, and self-assessed
competencies related to their professional development in STEM.
Population
The population for the study
includes all STEM teachers employed at Colleges of Education in Plateau State,
Nigeria. This includes teachers from diverse backgrounds who teach science,
technology, engineering, and mathematics-related courses.
Sample
and Sampling Technique
A sample of 100 STEM teachers will be selected from the Colleges of Education Gindiri and Federal College of Education, Pankshin in Plateau State using stratified random sampling to ensure representation from each
college and subject area (Science, Technology, Engineering, and Mathematics).
50 STEM teachers each were selected from the two colleges. This approach
ensures that data from teachers in different STEM disciplines are included,
providing a comprehensive understanding of the effect of professional
development across these areas.
Instrumentation
The primary data collection
instrument will be a structured
questionnaire titled STEM Professional Development Survey (SPDS).
The questionnaire will consist of four sections:
Professional Development Participation: Gathers information on teachers' frequency of
participation in PD programs and the types of PD programs attended.
Effectiveness of Professional Development in Content
Knowledge and Instructional Practices:
Includes Likert-scale items assessing teachers'
self-perception of their content knowledge and ability to implement modern
STEM instructional practices.
Confidence in Using Technology and Innovative Tools: Measures teachers' confidence in integrating
technology and innovative tools in their STEM instruction following
participation in PD programs.
The questionnaire will undergo validation through expert review by
specialists in STEM education and teacher professional development to ensure
content and construct validity. Additionally, a pilot test will be conducted with 10 teachers outside the sample
to establish reliability, aiming for a Cronbach's
alpha reliability coefficient of 0.7 or above.
Data
Collection Procedure
Data collection will occur over a
two-week period in each selected college. The researcher, along with trained
assistants, will distribute and collect questionnaires on-site to maximize
response rates. Teachers will be briefed on the study’s purpose and assured of
their confidentiality and anonymity.
Data
Analysis Techniques
Quantitative data will be analyzed
using descriptive and inferential
statistics with the help of statistical software: Mean and standard
deviation will be calculated to summarize teachers’ responses concerning their
content knowledge, use of instructional practices, and confidence in using
technology. A t-test will be
used to test the hypotheses, comparing means across groups of teachers who have
attended PD programs and those who have not. Chi-square tests of independence
were conducted to test hypotheses
RESULTS
Research Question 1: To what extent does ongoing professional development
enhance teachers' content knowledge in STEM disciplines?
Table
1: Impact of
Professional Development on Teachers' Content Knowledge in STEM Disciplines
SN
Items
SA
A
N
D
SD
N
Total Score
Mean Score
Decision
1
Professional
development has deepened my understanding of core STEM concepts.
45
35
10
5
5
100
420
4.2
Accepted
2
I
feel more confident in my subject content knowledge after participating in PD
programs.
40
40
10
8
2
100
410
4.1
Accepted
3
The
PD programs I attended provided relevant content for effective STEM teaching.
50
30
10
7
3
100
420
4.2
Accepted
4
I
am able to clarify complex STEM topics better due to knowledge gained from
PD.
48
32
12
6
2
100
420
4.2
Accepted
5
PD
has expanded my expertise in STEM content areas necessary for effective
teaching.
46
34
10
6
4
100
416
4.16
Accepted
Total / Average
2086
4.17
Accepted
The mean score is interpreted based
on a threshold of 3.5 or higher, which is typically regarded as a positive
response. Since each item has a mean score above 3.5, the decision is
"Accepted" for each, confirming that teachers perceive professional
development as beneficial to their content knowledge in STEM. The structure of
the table and explanation should make it clear that teachers generally feel
that ongoing professional development has enhanced their content knowledge in
STEM disciplines, as indicated by the positive mean scores across all items.
Research Question 2: How
effective are professional development programs in promoting modern STEM
instructional practices among teachers?
Table
2: Influence
of Professional Development on Teachers' Pedagogical Skills in STEM Teaching
SN
Items
SA
A
N
D
SD
N
Total Score
Mean Score
Decision
1
PD
programs have equipped me with effective strategies to engage students in
STEM subjects.
42
38
10
7
3
100
409
4.09
Accepted
2
I
am better able to use hands-on activities in STEM teaching due to PD
training.
46
36
8
6
4
100
414
4.14
Accepted
3
PD
has improved my ability to assess student understanding in STEM.
44
40
7
6
3
100
416
4.16
Accepted
4
I
am more confident in implementing inquiry-based learning approaches in STEM
classes after PD.
45
35
12
5
3
100
414
4.14
Accepted
5
PD
has enhanced my skills in using technology effectively in STEM instruction.
43
39
8
6
4
100
411
4.11
Accepted
Total / Average
2064
4.13
Accepted
With mean scores all above the 3.5
threshold, the decision for each item is "Accepted." The results
suggest that teachers believe professional development has positively
influenced their pedagogical skills, particularly in engaging students,
implementing hands-on activities, assessing understanding, and using technology
effectively.
Research Question 3: What is the impact of professional development on teachers’
confidence in using technology and innovative tools for STEM instruction?
Table
3: Impact of
Professional Development on Teachers' Confidence in STEM Classroom Management
SN
Items
SA
A
N
D
SD
N
Total Score
Mean Score
Decision
1
PD
has increased my confidence in managing a STEM classroom effectively.
47
34
9
6
4
100
414
4.14
Accepted
2
I
am better equipped to handle diverse student learning needs in STEM due to
PD.
44
36
12
5
3
100
413
4.13
Accepted
3
PD
has provided me with techniques to create an inclusive environment in STEM
classes.
45
37
8
7
3
100
414
4.14
Accepted
4
I
feel more confident in encouraging student collaboration in STEM projects
after PD.
42
40
10
6
2
100
414
4.14
Accepted
5
PD
has improved my classroom management skills for hands-on and group STEM
activities.
46
35
9
7
3
100
414
4.14
Accepted
Total / Average
2069
4.14
Accepted
Table 3 shows how professional development has affected teachers' confidence in managing STEM classrooms.
All mean scores exceed the 3.5 threshold, the decision for each item is
"Accepted." The findings indicate that teachers feel more confident
in classroom management after participating in professional development,
particularly in handling diverse needs, promoting inclusivity, encouraging
collaboration, and managing group activities
Test of Hypotheses
The following null hypotheses were
tested at 0.05 level of significance
:
Table 1: Chi-Square Test for Hypothesis 1
Hypotheses H01
Df
t. Sig.
Χ²Cal
Χ²Critical
Decision
Ongoing
professional development programs do not significantly improve teachers'
content knowledge in STEM disciplines
6
0.05
78.45
12.60
H01
Rejected
The calculated chi-square value
(78.45) is higher than the critical chi-square value (12.60) at a 0.05
significance level. Since Χ²Cal > Χ²Critical, we reject the null
hypothesis (H01). This indicates a significant relationship between professional
development and teachers' content knowledge in STEM.
Table 2: Chi-Square Test for Hypothesis 2
Hypotheses H02
df
t. Sig.
Χ²Cal
Χ²Critical
Decision
Professional
development programs do not significantly promote the adoption of modern
STEM instructional practices among teachers
6
0.05
76.12
12.60
H02
Rejected
The table
below shows that Χ calculated chi-square value (76.12)
exceeds the critical value (12.60) at a 0.05 significance level. As Χ²Cal
> Χ²Critical, we reject the null hypothesis (H02). This result
indicates a significant influence of professional development on teachers'
pedagogical skills for effective STEM teaching.
Table 3: Chi-Square Test for Hypothesis 3
Hypotheses H03
df
t. Sig.
Χ²Cal
Χ²Critical
Decision
Professional
development does not have a significant positive impact on teachers'
confidence in using technology and innovative tools for STEM instruction
6
0.05
76.12
12.60
H03
Rejected
With a calculated chi-square value
of 79.58, which is above the critical value of 12.60 at a 0.05 significance
level, we conclude that the difference is statistically significant. The null
hypothesis (H03) is rejected, showing that professional development
significantly impacts teachers' confidence in managing STEM classrooms
effectively.
DISCUSSION OF RESULTS
The
results indicated a significant impact of professional development (PD) on
teachers' understanding of core STEM concepts, with a high mean score showing
agreement among respondents that PD initiatives contributed positively to their
subject knowledge. This finding is consistent with Desimone
and Garet's (2017) study, which emphasized that
subject-specific PD leads to enhanced teacher content knowledge and understanding,
critical for effective STEM instruction. When teachers possess a deeper grasp
of STEM concepts, they are more equipped to teach challenging topics,
ultimately improving student learning outcomes (Opfer,
Pedder, & Lavicza,
2018). Furthermore, Darling-Hammond et al. (2020) noted that PD focused on
building content knowledge is a foundation for effective instructional
practice, especially in complex subjects like STEM.
The
study also revealed that PD significantly improved teachers' pedagogical skills,
with respondents agreeing that training in specific instructional strategies
was beneficial. This aligns with the findings of Banilower
et al. (2018), who argued that PD focused on pedagogical techniques, such as
inquiry-based learning and hands-on activities, improves STEM teaching
effectiveness by helping teachers translate content knowledge into engaging
instruction. Additionally, Kennedy's (2016) review of PD research suggested
that PD programs that incorporate active learning, model effective teaching
practices, and include classroom practice opportunities yield significant gains
in pedagogical skills. Smith and Nadelson (2021)
further reinforced that PD in STEM should address both content knowledge and
pedagogical approaches to support varied learning styles, which ultimately
benefits diverse student populations.
The
findings showed that PD significantly boosted teachers' confidence in managing
STEM classrooms, as indicated by the majority of respondents who felt better
equipped to handle classroom challenges following PD participation. This is in
line with the work of Hammond, Hyland, and Anderson (2019), who found that
teachers’ self-efficacy and classroom management skills are directly enhanced
by PD, especially when it includes practice-based elements. When teachers are
confident in classroom management, they can create learning environments that
foster collaboration, experimentation, and problem-solving—key components of
effective STEM education (Scherer, Siddiq, & Viveros, 2021). Furthermore, Zhou, Lam, and Chan (2018)
emphasized that teachers’ confidence is essential for fostering a
student-centered classroom, where STEM inquiry and hands-on learning are
encouraged, suggesting that well-designed PD enhances both classroom dynamics
and student engagement.
The
findings across all three research questions suggest that ongoing professional
development has a holistic impact on teachers’ abilities to effectively deliver
STEM education. PD programs that address content knowledge, pedagogy, and
classroom management collectively empower teachers to create engaging and
supportive learning environments (Schneider & Krajcik,
2018). This study supports the view that well-rounded PD is essential for
addressing the multifaceted challenges of STEM education in Nigeria's Colleges
of Education, with implications for scaling up similar PD programs across
various regions (Ogunsola-Bandele, 2021).
Conclusion
This
study demonstrates that ongoing professional development plays a crucial role
in equipping STEM teachers in Colleges of Education in Plateau State, Nigeria,
with the necessary skills and knowledge for effective STEM instruction.
Findings revealed that teachers who participated in regular professional
development exhibited deeper content knowledge, improved pedagogical skills,
and enhanced confidence in managing STEM classrooms. These improvements are
vital for cultivating a dynamic, inquiry-based STEM environment that encourages
student engagement and understanding. The study underscores the importance of
PD in not only reinforcing teachers’ subject matter expertise but also in
equipping them with modern instructional methods that can make STEM more
accessible and exciting for students.
Moreover,
the results highlight the need for comprehensive and continuous PD programs
that address both content and pedagogy to meet the evolving demands of STEM
education. Given the challenges unique to STEM subjects, such as the need for
practical, hands-on learning and complex problem-solving, PD programs tailored
to these needs can significantly enhance teachers' effectiveness. Ultimately,
by investing in regular, targeted PD, educational stakeholders can ensure that
STEM education in Colleges of Education is transformative, preparing future
teachers to inspire the next generation in STEM fields.
RECOMMENDATIONS
The
following recommendations were made with respect to the findings of the study:
Education authorities should provide regular,
subject-specific PD programs that focus on both content and pedagogical
skills, ensuring that teachers have an in-depth understanding of STEM
concepts and the instructional strategies that best facilitate STEM learning.
Professional development should include collaborative
elements, such as peer mentoring, team teaching, and group workshops,
allowing teachers to share best practices and build a supportive learning
community that encourages innovation in STEM teaching.
It is essential to regularly evaluate PD programs to
ensure they are meeting teachers' needs and aligning with current STEM
education trends. Feedback from teachers should be used to make continuous
improvements, keeping PD content relevant and impactful for teachers and
their students.
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Cite this Article:Dung, MD; Nanbal, JL; Danladi,
I (2024). Role of Ongoing Professional Development in Equipping Teachers with
Effective Stem Teaching Practices in Colleges of Education in Plateau State,
Nigeria. Greener Journal of Educational
Research, 14(1): 150-157, https://doi.org/10.15580/gjer.2024.1.112224179.
