Email this article Evaluation of Sustainable Development Goal 4 Teacher Training on Basic Science Teachers’ Pedagogical Skills in Sokoto State, Nigeria
Abstract
This study examined the impact of Sustainable Development Goal 4 Teacher Training on Basic Science teachers’, pedagogical skills in Sokoto State, Nigeria. It was a descriptive study in which a survey research design was employed. The population for this study made up of all the Basic Science teachers in Upper Basic level in Sokoto State. There were 222 Upper Basic level schools in Sokoto state with a population of 241 Basic Science teachers. The sample of teachers used in this study included 51 SDG trained teachers and 56 non-SDG trained teachers. The sample pupils for this study are 256 with 105 males and 151 females. There are two types of data collected in this study; primary and secondary data. One research question and one null hypothesis are stated and analyzed. The research question is answered using descriptive statistics of means and standard deviations. The null hypotheses, on the other hand, are tested using parametric and non-parametric statistics at a P ≤ 0.05 level of significance. There are two instruments used for the study; Basic Science Teachers Pedagogical Skills and Attitude Questionnaire (BSTPSAQ) and Eggleston Basic Science Teacher Observation Schedule (EBSTOS). The BSTPSAQ and EBSTOS instruments were validated and pilot tested once to ascertain the construct, content, and criterion-related validity. Using the split-half method employing odd and even number procedures, the internal consistency of the items for the BSTPSAQ instrument was found to be 0.87. The EBSTOS was administered on 6 teachers who were assessed twice each and the reliability index was computed using Kuder-Richardson KR-20 and the reliability coefficient “r” was 0.79. The finding of the study showed a significant difference between the mean score in Basic Science pedagogical skills; under SDG and those not trained under SDG in Sokoto State. From the findings of the study, the following recommendation among others is made, Teachers’ professional development should be part of the prerequisite for employability of all teachers.
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