THE EFFECT OF IN-SERVICE TEACHERS ON THE ACADEMIC PERFORMANCES OF INTEGRATED SCIENCE STUDENT

Abstract
Employing ex-post-facto research design, this study examined the effect of in-service teachers on the academic performances of integrated science student in Kwande L.G.A, Benue state, Nigeria. Six research questions and three hypotheses guided the investigation. Interview and questionnaire were the instruments for data collection from 48 teachers of two private schools used for the study. Findings emerging from data analysis using percentages and mean, indicates that teachers who participated in in-service training perceived the programme as useful and beneficial in many ways. The training which the teachers received positively affected their teaching effectiveness. Male and female teachers experienced improved teaching effectiveness after exposure to in-service training workshops. Hypothesis testing through Pearson Product Moment correlation shows that there is significant relationship between in-service training and teachers’ teaching effectiveness. Additionally, there is significant relationship between in-service training of teachers and students’ academic performance. The study recommends that government of Nigeria should establish a policy of continuous long-term in-service training of teachers, while other private schools should be compelled to borrow a leaf from the two schools used in this study and infuse in-service training of teachers in their yearly exercise for improved students’ learning.