Chigbu Nelly Noble


This research work aimed to investigate teachers’ training programmes as a tool for effective teaching of secondary school physics in the 21st century. The design of the study was descriptive survey design The researchers adopted the use of Teacher Report Form (TRF) to collect data from two hundred and forty (240) secondary school physics teachers drawn from 48 secondary schools in Federal Capital Territory Abuja, using multi-stage random sampling technique. Two research questions and one null hypothesis guided the study. Data collected were analyzed using simple mean and t- test statistic. The result of the study showed that secondary school physics students taught by teachers exposed to training programmes had high leaning achievement score than their counterparts taught by physics teachers un-exposed to training programmes who showed average moderate academic achievement. Thus, the researchers concluded that Teachers exposed to in-service training are more effective than their counterparts who are not exposed to training programmes. Secondly, training programmes for physics teachers increase physics students’ academic achievement and thirdly, that Teacher training programmes have positive influence on the academic achievement of physics students. The researchers, thus, recommended that: Government at all levels should be more proactive in the provision of adequate training programmes for secondary school physics teachers in Nigeria; and that training programmes for physics teachers should be made a routine and mandatory exercise from time to time for every physics teacher both private and public secondary school teachers among others.


Training programmes, Secondary schools, Physics, 21st century.

Full Text:



Ayo, G. (2004). Continuing education: an essential tool for teacher empowerment in era of universal basic education in Nigeria, International Journal of Lifelong Education.23(2), 19 1-203.

Brimley, V. & Garfield, R.R. (2005). Financing education in a climate of change. Boston: Pearson Education Inc.

Clotfelter, C. T., Helen, F. L., & Jacob, L. V. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources 41(4): 778-820.

Douglas N. H & Tim R. S. (2007). Teacher training, teacher quality and student Achievement. A Paper presented at University of Florida, in Pakistan, Unpublished Post-doctoral report, Australia: Dakin University.

Federal Republic of Nigeria (2010). National policy on education. Lagos Nigeria: NERDC Press.

Federal Republic of Nigeria (2014). National policy on education. Lagos Nigeria: NERDC Press.

Government of New Zealand. (2000). In-service training for teachers in New Zealand schools. Retrieved on April 21, 2017 from

Lawal, H. S. (2003). Teacher education and the professional growth of the 21st Century Nigeria. The Apican Symposium, 3(2), 1-4.

Nye, B., Spyros, K. & Larry, V. H. (2011). How large are teacher effects? Educational Evaluation and Policy Analysis 26(3):237-257.

Nworgu, L.N. (2009). Assessment of level of acquisition of science process Skills by science senior secondary biology students. Journal of the Nigeria Academy of Education.5 (1), 1-13.

Zarnbo, R.&Zarnbo, D. (2008). The impact of professional development in mathematics on teachers' individual and collective efficacy: the stigma of underperforming. Teacher Education Quartely, 4 (3), 159- 168.


  • There are currently no refbacks.

Copyright (c) 2022 Chigbu Nelly Noble










ISSN (PRINT):    2682 - 6135

ISSN (ONLINE): 2682 - 6127





Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.