Browsing Department of Science and Technology Education by Subject "Adult Chemistry Teachers"
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- ItemRestrictedPerception of Adult Chemistry Teachers’ on Re-Training through Open and Distance Learning in Nigeria(IJSSE, 2014) Okafor, N; Anyikwa, BThe study examined the level of perception of adult chemistry teachers on re-training through Open and Distance Learning (ODL) programme in Nigeria. The study adopted a descriptive survey research design. The population of the study covered all adult chemistry teachers in National Open University of Nigeria (NOUN). Five research hypotheses were formulated to guide the study. The sample covered 300 adult chemistry teachers selected through purposive random sampling. The research instrument for the study was- a questionnaire designed by the researchers. The reliability coefficient of the instrument was determined using Cronbach alpha and this yielded index of r=0.73. Data was analyzed using percentage, mean and standard deviation while all hypothesis were tested at 0.05 significant levels. The findings revealed a significant difference in the perception (Positive and Negative) of adults’ chemistry teachers in their retraining programme through ODL. Also, the study showed that there is a positive significant relationship between the perception of adult chemistry teachers and their interest in the program. The study also revealed that positive perception of effectiveness of the programme to a large extent influenced the interest of adult chemistry teachers in the programme. Furthermore, the study revealed that there is a significant influence of adult chemistry teachers’ involvement in the retraining through ODL for their professional development. Finally, the study showed a significant gender difference in the perception of adult chemistry teachers on the programme. Based on the findings, it was recommended among other thing, that Institutional base Chemistry teachers’ development (IBCTD) approach for continuing professional development of adult chemistry teachers at the senior secondary school level should be adopted to give teachers access to retraining. To achieve this, ODL institutions should create a department to handle and organize such training and retraining programme according to their capacity and competency for more efficiency