Evaluation of teachers’ performance in the teaching of difficult concepts in chemistry after in-service training.
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National Association for the Advancement of Knowledge, Ahmadu Bello University, Zaria.
This study evaluates chemistry teachers’ performance in the teaching of difficult concepts after in-service training. Sample consisted of forty (40) chemistry teachers randomly selected from thirty-eight public senior secondary schools in education District II and IV of Lagos State. Four instruments were used to collect data for this research study which are; Identified Perceived Chemistry Difficult Concepts (IPCDC); Student Evaluation of Teachers Questionnaire (SETQ); Teachers Self Evaluation Questionnaire (TSEQ) and Students’ Cumulative Scores on Past Promotional Examinations (SCSPE). Data were analyzed using frequency count, Analysis of Variance (ANOVA), Chi Square and Correlation all tested at 0.05 level of significance. Results showed that chemistry teachers’ have positive attitude towards the teaching of difficult chemistry concepts after in-service training. Also in-service training helps to improve teachers’ performance and students’ achievement in chemistry. The study recommends that in-service training should be organized quarterly to improve the productivity of chemistry teachers’ as to enhance performance of chemistry students and concludes that proper follow-up should be carried out after in-service trainings to ensure that what the chemistry teachers were taught are implemented.
Performance , Evaluation , Chemistry , Difficult Concepts , In-Service Training
Okafor, N & Agboola, T. (2013). Evaluation of teachers’ performance in the teaching of difficult concepts in chemistry after in-service training. Journal of Pristine. 7(1),61-68. A Publication of National Association for the Advancement of Knowledge, Ahmadu Bello University, Zaria.