IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Impact of SDGs Retraining Workshops on Pedagogical Competencies ofPrimary School Teachers
Lawrence Achimugu
Prince Abubakar Audu University
Nigeria
Zephrinus Chidiebere Njoku
Prince Abubakar Audu University
Nigeria
Sunday Yomi
University of Nigeria
Nigeria137

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Abstract
The qualities of a teacher are the essential factors that influence learners’ academic
performance. Most of these qualities are acquired through retraining programmes. As a resultof this, many in-service training programme have been on-going. This study was undertaken
to ascertain the impact of SDGs retraining workshop on pedagogical competencies of primaryschool teachers. It is a descriptive survey design guided by four research questions. The
population of the study consisted of 3,115 primary school teachers who participated in SDGs
retraining workshops. Multistage sampling technique was used to select 360 teachers. The
researchers developed a structured questionnaire titled primary school teachers’ pedagogicalcompetence questionnaire (PSTPCQ, r=0.86). Mean and standard deviation were used toanswer the research questions. The results of the data analysis revealed that the SDGs retraining
workshops impacted basic science and technology teachers’ pedagogical competencies
positively in areas of teaching methods, construction of instructional materials and assessmentof learning outcomes but negatively on the out-of-class science teaching strategy. It wasrecommended among others that all primary school teachers should be given opportunity toattend the SDGs retraining workshop and that adequate fund should be made available forregular and consistent retraining programmes to ensure greater and effective instructionaldelivery of BST lessons.
Keywords: pedagogical competencies, primary school teachers, national teachers’ institute,sustainable development goals, retraining workshop

138

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

The need to end poverty, hunger, AIDS and discrimination against women and girls brought
about the introduction of Sustainable Development Goals (SDGs). The sustainable
development goals were adopted by United Nations in 2015 as a blueprint to achieve a betterand more sustainable future for all and it is expected to be achieved by 2030 in every countryof the world (United Nations, 2015). The SDGs came up with seventeen clearly defined goals
and the fourth of the seventeen goals centres on education with mandate to ensure inclusive
and equitable quality education and promote lifelong learning opportunities for all (Alamin &Greenwood, 2018). Trainings and retraining workshops for teachers is the key for the successof critical goals to sustainable development on quality education (Akogun & Yomi, 2023). And
this is what prompted the federal ministry of education of Nigeria through the National Teacher
Institute (NTI) to start nationwide retraining workshops for primary school teachers on four
core subjects namely, mathematics, English language, social studies and basic science andtechnology under the SDGs projects. The focus of this study is on basic science and technology(BST). The NTI provides the general guideline for nomination of participants as well as appoint
resource persons to facilitate the retraining workshops.
The retraining workshops is a kind of in-service training programme that helps in updatingteacher’s knowledge and skills for improving teaching and learning in schools. United Nations
Educational, Scientific, And Cultural Organization (UNESCO, 2019) defined in-service
training as a process by which the teacher engages in refresher course to upgrade theirprofessional knowledge, skills and practices in the course of their employment. Retraining
workshops update teachers’ competency, knowledge, expertise, positive attitude, practicalskills, inquiry abilities and positive attitude towards teaching (Ngwu et al., 2019; Wahyudiati
et al., 2022; Wahyudiati, 2023). Thus, the capacity building workshops is focused on enhancing
teachers’ effectiveness in pedagogical competencies. Ekim and colleagues (2022) definedpedagogy as the principles and methods of teaching or practice of teaching profession. Thus,
pedagogy is a professional approach of imparting knowledge and skills on the learners in theclassroom. Pedagogically, a teacher should be competent in the knowledge of content areas
and arts of teaching to deliver quality instruction. Atsua and Abdullahi (2015) defined teacher
competency as the ability of a teacher to do something or perform a task as expected or in linewith stipulated standard or the possession of satisfactory level of relevant knowledge andacquisition of range of relevant skills. This, therefore, means that the teachers who implement
the curriculum have to be pedagogically competent for the onerous task of guiding the learners
through the curriculum content. Not only that teacher’s initial training has adequately enabled
them to acquire the necessary pedagogical competencies needed for effective implementationof the curriculum, the teacher should be given periodic and constant refresher capacity building
workshops that will keep them continually updated in the required pedagogical competencies(Ademola, et al., 2023; Kakarla, 2023; Lubis, et al., 2023).
Basic science and technology (BST) is one of the subjects offered at primary and juniorsecondary schools and it plays a key role in shaping how the students acquire the spirit andmethods of science as well foster learners’ interest in science subjects. Throughexperimentation and practical activities in basic science and technology, the learners develop
critical and logical thinking as well as scientific attitudes. In order to achieve this, the teacher

139

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

should be able to possess high pedagogical competencies that will ensure effective and efficientteaching of the innovated curriculum (Seth, 2020; Usman et al., 2023). The consistent andperiodic development of the BST teachers for effectiveness in their classroom responsibilities
becomes imperative. Without retraining the BST teachers to enhance their capacities theywould most likely fail to understand and/or adopt the expected teaching strategies needed for
effective implementation of the innovated basic science and technology curriculum. NTI has
in the last seven years (2016–2022) embarked on massive teachers’ capacity building
workshops to retrain primary school BST teachers in line with Goal Four (quality education)of SDGs. Having been made an annual event since 2016, there is the need to determine theimpact of SDGs retraining workshops on primary school teachers in terms of enhancing theirpedagogical competencies in teaching basic science and technology in primary schools. The
concern of this study, poised as a question, is What is the impact of SDGs retraining workshop
on pedagogical competencies of primary school BST teachers? Therefore, the objective of thestudy is to determine the impact of SDGs retraining workshops on the pedagogicalcompetencies of primary school teacher in basic science and technology. To achieve thisobjective, four research questions were raised.
a. What is the impact of the SDGs retraining workshops on the competencies of primaryschool teachers in the teaching methods to deliver basic science and technology (BST)
lessons?
b. What is the impact of SDGs retraining workshops on the competencies of primaryschool teachers in constructing basic instructional materials to deliver BST lessons?
c. What is the impact of SDGs retraining workshops on the competencies of primaryschool teachers in the use of out-of-class science activities to deliver BST lessons?
d. What is the impact of SDGs retraining workshops on the competencies of primaryschool teachers in assessing learning outcomes in BST lessons?
Literature Review
The review of related literature were treated under three main theme of this study: Sustainable
Development Goals (SDGs) and Education for Sustainable Development (ESD), teacher’sCompetencies and teaching activities and impact of refraining workshops programmes andteachers’ pedagogical competencies.
Sustainable Development Goals (SDGS) and Educational for Sustainable Development
Education for Sustainable Development (ESD) and the SDGs were found to have a causal
relationship in research by Diemer, Khushik, and Ndiaye (2020). Their research examined thecausation with a focus on Pakistan and other emerging nations. The two researchers stated that
SDG4’s definition of excellent education as a means to improve people’s quality of life is at
the heart of education for sustainable development and the SDGs. Due to its dynamic character;
Pakistan’s SDG implementation is crucial and can serve as a case study for ESD and SDG
research. Neither the Human Development Index (HDI) nor the Multidimensional Poverty
Index (MPI) gives Pakistan a particularly high score. While Pakistan, Kenya, and Bangladesh

140

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

all share the same MPI, the disparity between the two countries is twofold in Pakistan and onefold in Kenya and Bangladesh, respectively. Reviewing the Human Development Index andother indices helps us make sense of the connection between SDG-1 and SDG-4, which is
crucial for realising the goals of both the national and global agendas. The work done hereemphasizes the significance of and connection between various SDGs, policies, quality
education, and ESD. It is determined that the quality of education in Pakistan may be enhanced
by prioritising the SDGs in light of the country’s specific circumstances and working towards
the goals of education for sustainable development.
The lack of Education for Sustainable Development (ESD) focus has led to two issues, say
Kalsoom, and colleagues (2018). There is a shortage of research on ESD-related concerns, and(i) preservice teachers’ awareness of sustainability issues and attitudes and behaviours towards
sustainability fall short of expectations. Kalsoom and colleagues (2018) examined a trove ofPakistani-authored academic literature on ESD. Springer, Taylor & Francis, and four national
education publications were used as databases. More than 2,500 articles on ESD were located,but no research was conducted. Moreover, the scientists analysed 353 articles published innational journals between 2004 and 2016 and found that no articles pertaining to ESD wereamong them. There appears to be a severe lack of familiarity among Pakistani academics withthe literature around sustainable development and education for sustainable development.
Nakidien and colleagues (2021) conducted a study examining the role of teachers and teacher
education in South Africa in relation to the attainment of Sustainable Development Goal 4. The
authors argue that despite the passage of a decade towards the realisation of the Sustainable
Development Goals by 2030, African nations continue to grapple with issues of poverty andunderdevelopment. The majority of children in Africa are unlikely to achieve Sustainable
Development Goal (SDG) 4. Based on the findings of two interconnected empirical studies,
one examining citizenship and social cohesion in high schools and the other investigating theimplementation of assessment for learning in primary schools, it was determined that schools
are inadequately prepared to deliver the high-quality education outlined in Sustainable
Development Goal 4. Furthermore, it was revealed that teachers require further training in order
to effectively embody the principles and objectives of Sustainable Development Goal 4. For
the purpose of ensuring comprehensive resolution, it is imperative that all relevant parties,
including government entities, businesses, and non-governmental organisations (NGOs), areactively engaged. To begin, it contends that issues of health, environment, and child nutrition
are intrinsically related to the implementation of education for sustainable development.
Therefore, the Sustainable Development Goals (SDGs) could help Pakistan enhance its
educational system. Second, it presumes that "education quality" (SDG 4) and "poverty" (SDG
1) are intrinsically linked.
United Nations Development Programme (UNDP) (2018) found that 39% of Pakistanis, mostly
in rural areas, were poor using the Multidimensional Poverty Index (MPI), which was basedon government social statistics and derived using 15 criteria. Extreme poverty exists inPakistan, with 50.9% of the country lacking access to even the most fundamental amenities. A

141

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

positive feedback loop suggests that raising the bar on educational quality can help alleviate
poverty, and that doing so in turn raises the bar on educational quality across the board.
Teacher’s Competencies and Teaching Activities
Effiong and colleagues’ (2018) study of the whole quality management principles of educationin elementary schools revealed that these teachers were ineffective in their classroom
management and teaching activities. This is true because the vast majority of elementary school
teachers hardly ever use the guided discovery technique that is suggested in the national
curriculum for primary schools. As a result, educators who use the BST curriculum still requireongoing capacity building. The Sustainable Development Goals provide developing nations,such as Nigeria, with an opportunity to enhance the quality of life for their citizens byfacilitating access to quality education and achieving other objectives related to Education for
Sustainable Development (ESD). To effectively address local and global objectives, thisinternational agenda emphasises the engagement of nations in establishing problem priorities
that align with their respective domestic contexts. Poverty stands as a prominent issue inNigeria. The implementation of the Sustainable Development Goals (SDGs) can effectively
address this issue, particularly in terms of enhancing educational provisions to improve Human
Development Index (HDI) indicators and mitigate the underlying factors contributing topoverty. The findings of this study have the potential to inform more informed policy decisions
in subsequent periods, ensuring that the Sustainable Development Goals (SDGs) align with thelong-term objectives and ambitions of the country. If no action is taken in the present, thechallenges anticipated in the year 2030 will likely be significantly exacerbated. Whenexamining the development and economic well-being of a nation, the consideration of
education emerges as a key factor.
A study on the critical thinking abilities of basic science teachers and students for global
economic growth was undertaken by Solomon and colleagues (2018). The study found thatstudents and teachers of fundamental science and technology have poor critical thinking
abilities. A teacher of fundamental science and technology should possess the fundamental
knowledge and abilities necessary to influence students’ behavior and critical thinking throughinstruction. But little will be accomplished for the students if a teacher is unsuccessful becauseof poor critical thinking. The teacher needs ongoing in-service teacher training programs inorder to be able to demonstrate a certain level of competencies that will assure a quality
standard in educating the students. The level of education inside a country significantly
contributes to its overall significance. Training teachers is a crucial component inside India’s
comprehensive education system. In contemporary times, the concept of a training course has
evolved beyond its traditional institutional framework, assuming a broader significance as ameans for societal and national rejuvenation. The establishment of an effective teacher training
methodology holds significant importance for India. In order to enhance students’ educational
achievements, there is a growing consensus among scholars that a key strategy for instructors
is to enhance their instructional competencies, with a particular emphasis on cultivating student
motivation and fostering a drive for learning.

142

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

In an effort to improve the writing abilities and motivation of undergraduate students,
Meletiadou (2021) conducted research employing Padlets as electronic portfolios. According
to the study’s findings, students were able to considerably improve their writing abilities andincrease their motivation for writing and learning in general. In their focus group discussion,
the student teachers (pre-service teachers) requested assistance in honing their writing andreflective skills as well as extra help when using e-portfolios. In order to foster greater creativity
in their students, teachers should accept the usage of cutting-edge teaching strategies to makesure that classroom interactions are student-centered. The Sustainable Development Goals(SDGs) are incorporated into educational contexts, which offer educators significant
opportunities to foster critical thinking and problem-solving skills in both themselves and theirstudents. These goals can be used by educators to promote discussions and activities that help
students conduct critical analysis of complex global issues. Teachers who actively incorporate
the Sustainable Development Goals (SDGs) into their pedagogical practices are more likely tocultivate cultural sensitivity and inclusivity in their lessons. Teachers will recognise the valueof taking into account a variety of viewpoints and backgrounds, improving the fairness andinclusion of their teaching methods. Since active learning practices encourage student
participation and engagement, they are commonly used in the context of SDG-related topics.
Retrainings and Pedagogical Competencies
Ekim and colleagues (2022) assessed how an in-service training program affected secondary
mathematics teachers’ pedagogical skills and use of technology. They found that while theprogram had a significant impact on teachers’ pedagogical skills, their ability to use technology
had not significantly improved. The results of this study have made it possible for teachers’
capacity building to be centered on their ability to use ICT in the classroom in order to assure
increased job performance. The association between in-service training and teaching skills wasstudied by Norwani and colleagues (2017). The study discovered a marginally significant link
between teaching abilities and in-service trainings. The findings imply that teachers need toreceive more thorough training in teaching techniques. The act of educating a girl has a
profound impact on the entire family unit. When one imparts knowledge to an educator, theentire community is educated. According to the national curriculum plan for teacher educationin 2009, a key objective of teacher education is to foster students’ ability to perceive the world
through the lens of equitable and sustainable development. It is evident that educators serve asa valuable source of ideas for promoting equitable and sustainable development across all
sectors of society. As a result of these circumstances, individuals necessitate comprehensive
training across several domains, including but not limited to the cultivation of respect for therights of all individuals, the promotion of gender equality, and the fostering of peace.
The study on the effect of professional development activities on teachers’ perceived
proficiency in teaching English was carried out by Omar (2017). The findings showed thatparticipation in professional development activities boosted instructors’ teachingcompetencies. This demonstrates the necessity of providing instructors with frequent, ongoingtraining in order to improve their competencies. The results of a study conducted by Ngwu andcolleagues (2019) on evaluating the professional development needs of junior secondary school143

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

basic science teachers showed that the study area’s professional development programs do notadequately address teachers’ needs and that basic science and technology teachers are not taken
into account when planning professional development programs. It is crucial to determine
which pedagogical abilities the instructors need the most based on this result in order to planand organize capacity building activities specifically for them. Osei-Owusu (2022) conducted
research on how professional development programs affect teachers’ knowledge and seniorhigh school students’ academic performance in Nigeria. The study’s findings demonstrated astrong positive association between professional development and professional knowledge andCompetencies. This suggests that the professional development programs are intended toaccomplish the general objectives of professional development programs, which include
familiarizing instructors with contemporary trends that enliven their ideas and make them more
relevant in the achievement of educational goals. Therefore, those involved in education should
give frequent and constant retraining of instructors more attention. The correlation between a
student’s academic achievement and the competence of their instructor underscores thesignificance of providing teachers with the necessary training to effectively inspire and engage
their pupils in the learning process. It is imperative for the instructor to establish a positive
example for the students to emulate. This intervention is expected to facilitate the cultivationof enhanced moral values among the students. The fundamental components of sustainable
development encompass the formulation and implementation of these guiding principles,
fostering social consciousness, recognising economic considerations, and advancing
environmental preservation, among various other facets. It can be reasonably inferred that those
employed as educators has a certain level of concern for sustainable development, as they arelikely to possess knowledge regarding the issues associated with it. The training of teachers is
a highly effective mechanism, thereby rendering it one of the most optimal approaches for
attaining the objectives of sustainable development. Professional development programmes foreducators aim to ensure that students are provided with competent teachers who will facilitate
their lifelong learning. The quality of instructors is significantly influenced by the training theyget, (Nkomo & Abdul, 2023).
Mak (2019) looked into how a professional development program affected teachers’
assessment skills. The results showed that the professional development initiatives improved
instructors’ knowledge of assessment. This indicates that their assessment abilities have
improved as a result of the retraining seminars. Therefore, it is important to support theteachers’ professional development programs so that teachers can continue to strengthen theirevaluation abilities. Teachers who participate in workshops centred on the evaluation andassessment, Sustainable Development Goals (SDGs) are more likely to pick up cutting-edge
pedagogical techniques that encourage active participation and student engagement.
Enhancement of Assessment and Feedback: by trained teachers create authentic assessmentsthat are in line with the Sustainable Development Goals (SDGs), educators have the chance toimprove their assessment and feedback skills. The deployment of more thorough feedback andevaluation procedures may arise from these evaluations, forcing students to analyse, evaluate,
and develop solutions for actual situations.

144

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Evidence from the literature analysis mentioned above revealed inconsistent reports on how
professional development programs for teachers affected the thinking and pedagogical skills
that instructors need to have in order to provide high-quality education. The result that
instructors’ classroom interaction patterns remain learner-centered rather than teacher-centeredafter teachers’ capacity building programs (Ngwu et al., 2019) further reinforces the cause forconcern. In light of this, the current study was carried out to ascertain how the SDGs retraining
workshops affected the pedagogical abilities of primary school teachers.
Methodology
The study employed descriptive survey design. It is a research design that observes, collects
and describes data in a systematic manner of the characteristics feature of population (Lawrant,2018). The design is considered most appropriate because the study would select a sample fromthe population from which generalization would be made. Furthermore, there would be no
manipulation of variables rather appropriate information would be collected from teachers ofbasic science and technology on the levels of competencies needed for effective
implementation of BST curriculum. The population for the study comprised of all teachers inpublic primary schools in Kogi State that participated in the SDGs capacity building workshops
since its inception in 2016. There are 3,115 teachers. This number represented the number ofteachers who participated in SDGs retraining workshops in Kogi since 2016. The sample sizeof 360 for this study was determined using Krejice and Morgan (1970) method. Multistage
sampling technique was used in selecting the research sample. Multi-stage was used because
the sample were drawn at different stages. Firstly, simple random sampling technique(balloting by replacement) was used to select three local government areas from each of thethree educational zones of Kogi State, giving a total of 9 local government areas out of the 21
local government areas of Kogi State, Nigeria. Secondly, purposive sampling technique wasused to draw 4 primary schools based on the population of primary school teachers (10 andabove) who participated in SDGs retraining workshops giving a total of 36 primary schools.
Thirdly, simple random sampling technique was carried out through the use of balloting withreplacement to select 10 primary school teachers who participated in the SDGs retraining
workshops from each of 36 primary schools already sampled. The names of the primary school
teachers were written on pieces of paper, folded and put in transparent container, shuffled andresearchers drew the teachers with replacement. Since 10 teachers were drawn from 36 sampled
primary schools, the total of 360 teachers participated as the sample of the study. The NTI
office Lokoja and head teachers at the sampled schools supplied the information of the SDGs
workshops participants, from which the sample was drawn.
The instrument used for data collection was a structured questionnaire developed by the
researchers titled primary school teachers’ pedagogical competencies questionnaire(PSTPCQ). It was divided into two sections (A and B). Section A was made up of biodata,
which made up of gender, school location and participation in SDGs workshops. Section B was
divided into four clusters tagged I, II, III and IV clusters that were used to solicit information
on primary school teachers’ effectiveness in teaching basic science and technology on: use ofteaching methods, construction of basic instructional materials, use of out of class activities in

145

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

teaching and assessment of learning outcomes. Questions that were posed to the participants
according to the clusters as follows:
Cluster 1: How effective are you in using the following teaching methods and strategies
to deliver BST lesson?
Cluster 2: How effective are you in constructing basic instructional
materials/equipment? Cluster 3: How effective are you in carrying out-of-class-science
activities and programmmes while teaching topics in BST curriculum?
Cluster 4: How effective are you in the assessment of learning outcomes while
preparing to teach and actually teaching topics in the BST curriculum?
Each of the item in the different cluster ranked on a five points scale of very effective (VE =5), effective (E = 4), moderately effective (ME = 3), somehow not effective (SNE = 2), noteffective (NE = 1).
The instrument was validated by presenting it to three experts, two in chemistry education and
one in measurement and evaluation all from University of Nigeria, Nsukka. The experts wererequested to scrutinize the instrument for the purpose of ensuring the suitability andappropriateness in addressing the research purpose of the study. Consequently, suggestions for
improvement were strictly implemented which resulted to the final draft of the instrument. The
validated instrument was administered to 40 primary school teachers who were not part of thesample as a pilot study. Data obtained from their various responses on the questionnaire wereused in determining the reliability, using Cronbach Alpha formula. The final Cronbach Alphareliability coefficient of 0.86 was obtained for the instrument. Data collection was carried out
by 30 research assistants (10 per zone) who were properly trained in their zones on theadministration of the instrument and later assigned to their respective educational zones for theadministration of the questionnaires. The choice of large number of research assistants is toensure that the research work was carried out simultaneously in various zones at the same
period of time. This was necessary as the questions were not reshuffled or modified for teachers
in different zones or areas. The questionnaires were served and retrieved the same day to ensure
100% return rate of the instrument. Data collected were analysed using mean and standard
deviation to answer research questions. The criterion mean is 3.00 since 5-point rating scale of
VE =5, E = 4, ME = 3, SNE = 2, NE = 1 was used. The criterion mean was obtained by
5 + 4 + 3 + 2 +1
averaging the five scales as follows:= 3.00 . In taking decisions, a mean value
5of 3.0 and above is agreed and mean value below 3.0 is disagreed. When the respondents agreed
with the idea in the item, it implies that SDGs retraining workshops has impact in respect of
the item. Similarly, when the respondents disagreed with the idea in the item, it implies that
SDGs retraining workshops has no impact in respect of the item.

146

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Results
Research Question One: What is the Impact of SDGs Retraining Workshops on Teaching
Methods?
Table 1
Mean and Standard Deviation of the Impact of SDGs Retraining Workshops on Teaching
Methods
S/No.
1
2
3
4

Items
Guided inquiry method
Demonstration method
Lecture method
Discovery method

X
3.49
3.48
3.53
3.60

SD
1.17
1.07
1.16
1.15

Remarks
ImpactImpactImpactImpact5

Process-based classroom interaction methods

3.62

1.01

Impact

6
7
8
9
10
11
12
13
14
15
16

Discussion method
Questioning method
Laboratory method
Project method
Concept mapping method
Problem based method
Cooperative learning strategies
Competitive learning strategies
Field trip method
Use of analogy
Group discussion method

3.51
3.60
3.46
3.38
3.51
3.67
3.67
3.54
3.68
3.24
3.64

1.03
1.09
1.06
1.09
0.91
1.02
0.96
1.08
0.99
1.03
1.03

ImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactImpact17
18

Group project method
Advance organizer method
Grand mean / standard deviation

3.68
3.59
3.55

0.97
1.05
1.04

ImpactImpactImpactTable 1 shows item by item of mean and standard deviation of individual’s responses on theimpact of SDGs retraining workshops on competencies of primary school teachers in using
teaching methods to deliver BST lessons. All the items have mean scores of above 3.00
benchmark, indicating that SDGs retraining workshops have positive impact on competencies
of primary school teachers in using teaching methods in delivering BST lessons.

147

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Research Question Two: What is the Impact of SDGs Retraining Workshops on
Constructing Basic Instructional Materials?
Table 2

Mean and Standard Deviation of the Impact of SDGs Retraining Workshops on Constructing
Basic Instructional Materials
S/No.
19
20
21
22
23
24
25
26
27
28
29
30
31
32

Items
kites,
inclined planes,
pulleys,wind vanes,
PulleySimple level machines
measuring Instruments:
Measuring cylinder,
weighing balances
Ruler/Tapechemical balance,
spring balance
tit-pipette
Stop clock/watch
Grand mean/ standard deviation

X
3.76
3.72
3.51
3.53
3.55
3.65
3.66
3.26
3.10
3.16
3.33
3.01
3.16
3.24
3.40

SD
0.99
0.95
0.97
1.87
1.07
1.87
0.87
1.08
0.98
0.78
1.10
1.12
0.98
0.87
1.06

Remarks
ImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactImpactTable 2 shows that the Mean and Standard Deviation of the respondents on the Impact of SGDs
retraining workshops on BST Teachers’ competencies in constructing basic instructional
materials. The mean value of all the 14 items as well as the grand mean are more than the criterion
mean of 3.00. This implies that SDGs retraining workshops have impacted positively on BST
teachers’ competencies to construct the basic instructional materials for delivering BST lessons.

148

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Research Question Three: What is the Impact of SDGs Retraining Workshops on
Primary School Teachers’ Competencies in the Use of Out-of-Class Science Activities?
Table 3
Mean and Standard Deviation of the Impact of SDGs Retraining Workshops on Primary School
Teachers’ Competencies in the Use of Out-of-Class Science Activities
S/No.
33
34
35
36
37
38

Items
Organizing BST debates for learners.
Taking learners out on field trip to places of BST interestin the community.
Linking community concerns to BST teaching/ learning
activities.
Linking community economic activities to BST learning
activities
Linking environmental concerns to BST teaching/learning activities.
Bringing in community-based resource persons as rolemodels to talk to children learning through BST
curriculum.
Grand mean and standard deviation

X
2.98
3.11

SD
1.43
1.13

Remarks
No impact
Impact2.82

1.20

Not impact

2.75

1.09

Not impact

2.69

1.11

Not impact

2.86

0.97

Not impact

2.87

1.15

Not impact

Table 3 shows the mean and standard deviation of the impact of SDGs in training workshops
on primary school teachers’ competencies in the use of out-of-class science activities. All theindividual mean scores, as well as grand mean scores except for item 34 are below the criterion
mean of 3.00. This that implies the respondents agreed that SDGs retraining workshops havenegative impact on primary school teachers’ competencies in using out-of-class science
activities in BST lessons. Thus, primary school teachers are incompetent in using out-of-classscience activities in delivering their BST lessons after the SDGs retraining workshops.

149

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Research Question Four: What is the Impact of SDGs Retraining Workshops on Primary
School Teachers’ Competencies in Assessing Learning Outcomes?
Table 4
Mean and Standard Deviation of the Impact of SDGs Retraining Workshops on Primary School
Teachers’ Competencies in Assessing Learning Outcomes
S/No.
39
40
41
42
43
44
45
46
47
48

Items
Constructing good achievement test instrument based on
the objectives of the lesson.
Assessing the learners as teaching goes on in theclassroom
Using innovative assessment practices
Creating positively challenging assignment for thelearners.
Constructing observational rating scale for assessment ofpractical skills.
Developing good BST attitude scale for learners.
Developing BST interest scale for learners.
Constructing practical tests.
Developing adequate marking scheme for scoring
learners’ tests outputs.
Marking series of assignments and tests
Grand mean and standard deviation

X
3.23

SD
1.12

Remarks
Impact3.56

1.16

Impact

3.10
3.06

1.08
1.30

ImpactImpact2.89

1.13

No impact

2.74
2.56
2.82
3.60

1.16
1.18
1.13
0.99

No impact
No impact
No impact
Impact

3.32
3.09

0.89
1.11

ImpactImpactTable 4 shows impact of SDGs retraining workshops on primary school teachers’ competencies
in assessing learning outcomes. Items 39, 40, 42, 43, 47 and 48 have means of 3.00 and above
while items 43, 44, 45 and 46 have means below 3.00 criterion mean, however the grand meanof 3.09 was obtained for the 10 items indicating, that overall SDGs retraining workshops havepositive impact in primary school teachers’ competencies in assessing learning outcomes in
BST lessons.
Discussion
Results on Table 1 in respect of research question one revealed that the primary school teachers
who participated in the SDGs retraining workshop were generally of the view that their
participation enhanced their pedagogical competencies on using conventional and innovative
teaching methods in delivery BST lessons. The teacher’s effective use of innovative teaching
methods after the retraining workshop is a welcome development and realization of learnercentred teaching. This will encourage activity-based learning which include learner’s active
participation, interactive discussion, creativity and doing which are the hallmarks of learningscience. It is particularly interesting to note the SDGs retraining workshops have positively
impacted the primary school BST teachers towards the utilization of modern teaching methods
in their classroom interaction pattern. Hence primary school teachers have not participated in
the retraining workshops should endeavour to upgrade themselves in the use of modern
teaching methods through attendance to SDGs retraining workshops. The finding of this study
is in line with the findings of Ekim and colleagues (2022), and Osei-Owusi (2022) who

150

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

revealed that in-service training programme significantly impacted teachers’ pedagogicalskills. Thus, the primary school teachers should be given retraining workshops that will keepthem continually updated on the latest teaching methods and pedagogic skills. According toSunthonkanokpong and Murphy (2019), the concept of quality in teacher education isunderpinned by the acquisition of information, skills, and teaching methods by trainees throughclassroom instruction and practical experience. According to Lalvani (2013), the medical
perspective on education primarily centres on the impact of individual students’ learning
difficulties on their academic performance, rather than considering the influence of social andcontextual factors on students’ grades. The fourth objective of the Sustainable Development
Goals is to achieve the eradication of severe poverty and hunger by the year 2030. Thisphenomenon presents a greater challenge in attaining the desired objective. In response to this,recent revisions to the teacher training curriculum have endeavoured to shift theconceptualization of difference away from the deficit perspective. Currently, there is anincreased emphasis on developing a heightened awareness and understanding of the social andeducational elements that influence children’s capacity to acquire knowledge (Lalvani, 2013).
The findings on Table 2 with respect to research question two revealed that the respondents
agreed that SDGs retraining workshop had positive impact on primary school teachers’
construction of basic instructional materials for BST lessons. Availability and utilization of
instructional materials is one of the most essential components of teaching and learning
process. Before the utilization of these materials they have to be available. However, in mostdeveloping countries, most of these instructional materials are not available because of the highcost. Therefore, science teachers have been called upon to improvise or construct some basic
instructional materials from the resource materials available in their rich environment.
However, the primary school teachers need their capacity strengthened in order to achieve thisobjective. The SDGs retraining workshops has remarkably improved teachers’ pedagogicalcompetencies in constructing some basic instructional materials for BST lessons. The, finding
concur with the finding of Omar (2017) which revealed that the past professional development
programmes resulted in high improvement in teachers’ skills among others. Significant
modifications are being implemented in educational institutions to acknowledge and embrace
diversity (Jetly & Singh, 2019; Sunthonkanokpong & Murphy, 2019). According to theconceptual framework proposed by Sunthonkanokpong and Murphy (2019) for Sustainable
Development Goal 4 (SDG 4), the notion of equity in teacher education entails facilitating
trainees’ ability to embrace principles of social justice and prioritise equitable teachingpractises. Such as the construction and use of instructional materials in teaching and learning
processes.This educational intervention aims to support students who are marginalised orsocially excluded, facilitating lifelong learning opportunities in order to promote social equity
within society. What was discussed about the least in the SEN course, meanwhile, were therights of children to education, social justice, and communicating and working with parents.
The findings on Table 3 in respect of research question three revealed that the SDGs retraining
workshops have not positively impacted primary school teachers in the aspect of out-of-classscience activities. The results indicated that primary school teachers lack the pedagogicalcompetencies to carryout out-of-class science activities after the SDGs retraining workshops.

151

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

The teachers were particularly deficient in some pedagogical competencies such as organizing
BST debates for learners linking community concerns to BST learning activities, linking
community economic activities, linking environmental concern and bringing community-based
resource persons as role models. The finding of this study corroborates the finding of Ngwu
and colleagues (2019) which found out that the professional development programmes are notmeeting the pedagogical need of basic science and technology teachers. Thus, this particular
result thus contradicts the objectives of the SDGs retraining workshops which emphasis on theuse of, hand-on, mind-on activities to foster learner’s interest in science. Therefore, there isneed to focus attention on this aspect in future retraining programmes. Therefore, we argue that
it is imperative to dismantle the hierarchical structure inherent in traditional teaching andlearning dynamics, and instead foster an environment that nurtures personal development. Thisis because educators who possess a comprehensive understanding of pertinent laws and policies
are more inclined to exhibit effectiveness in their inclusive pedagogy. Furthermore, theutilisation of outdoor activities that are beneficial and designed to cater to a wide range ofindividuals is a crucial aspect of delivering inclusive training that facilitates adaptableapproaches to learning.
The findings on Table 4 with respect to research question 4 revealed that overall, primaryschool teachers were effective in their assessment of learning outcomes after the SDGs
retraining workshop but were lacking in area construction of observational scale, attitude scale,interest scale and practical tests. Assessment of students is very essential in teaching/learning
process as it provides the necessary feedback to the students. The finding of this study is in linewith the finding of Mak (2019) which revealed that teachers’ assessment knowledge wasenhanced by the professional development efforts. This mean that the retraining workshops ofteachers have improved their assessment abilities and should be encouraged to be organized on
regular basis. It is on this note that Jetly and Singh (2019), posit that the aforementioned
concerns hold significant importance in the context of sustainable development and serve as
the foundation for fostering a sustainable future. Regarding the establishment of a sustainable
future, the subsequent issues pertaining to sustainable development are of utmost significance.
The findings of this study provide empirical support for advocating significant support forteachers training in line with SDG goal 4, this intervention is expected to have a lasting impact
on the enhancement of teacher education. The perspective on this matter has the potential toinfluence the attitudes of educators towards endorsing inclusive education in both established(Lalvani, 2013) and developing (Dart, 2006) nations. Purdue and colleagues (2009), argued
that trainees developed an understanding that every kid is entitled to get a quality education.
This realisation occurred as a result of engaging in discussions about disability from various
perspectives, including the lens of rights rhetoric. Adding strength to the above, the scholarly
works of Jetly and Singh (2019) and Sunthonkanokpong and Murphy (2019), there is a proposal
to incorporate the concept of quality into teacher education programmes in order to ensure its
sustainability.

152

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Implications
The Sustainable Development Goals (SDGs) can have a major impact on the pedagogicalcompetencies of primary school teachers who are undergoing retraining. The aforementioned
consequences have some implications which are discussed below: Teachers’ awareness ofglobal issues and ambitions is increased by the SDG retraining workshops, which promote agreater grasp of topics relating to sustainability, poverty, inequality, and climate change. Thishigher degree of awareness can lead to a more thorough and informed approach to teaching.
The Sustainable Development Goals (SDGs) can be effectively used by educators todemonstrate the relevance of many academic fields in real-world contexts.
The capacity of educators to show students how their newly learned knowledge relates to larger
global issues helps to increase student’s engagement and the importance of the learning
process. Collaboration among educators from various academic fields is encouraged as a resultof the adoption of an interdisciplinary approach commonly required for the attainment of the
Sustainable Development Goals (SDGs). As a result of learning how to design and implement
cross-curricular lessons that encourage the development of critical thinking and problemsolving skills, teachers’ pedagogical skills may be strengthened.
Since SDGs retraining workshops has impacted positively on primary school BST teachers’
pedagogical competencies especially in areas of teaching methods, construction instructional
materials and assessment techniques, all primary school teachers should be given theopportunity to attend the workshops. This can be achieved if government at various levels
organize SDGs retraining workshops quarterly (4 times in a year) as against once in a year thatis presently in vogue. Stakeholders such as non-governmental organizations should support
government financially to ensure that adequate fund is available for the quarterly retraining of
all the teachers in the primary schools in order to ensure greater instructional delivery BST
lessons.
Since the primary school BST teachers are deficient in the pedagogical skills of out-of-classscience activities, the SDGs retraining workshops should be organized to target this specificaspect of the skill, which in turn will improve their performance on their jobs in this specificarea. Thus, accurately focused capacity building workshop should be developed and organizedon out-of-class science activities for the primary school teachers. The SDGs retraining
workshops should enable primary school teachers to effectively utilize out-of-class science
instructional strategy in order to make their teaching real and activity-based, thereby enhancing
pupils’ interest in science subjects as well as ensuring equity.
Resource persons/facilitators of NTI should refocus their retraining programmes on the
deficient areas of assessment techniques such as development of rating scales and practicaltests. This will ensure that the retraining programmes cover the assessment of all the threeeducational domains (cognitive, affective and psychomotor) rather than cognitive domain only.
In this way, emphasis will be laid on character formation and adequate development of motor
skills of the pupils.

153

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Conclusion
Based on the finding of the study, it was concluded that the SDGs retraining workshops have
impacted positively and thereby enhanced the pedagogical competencies of primary school
BST teachers in the areas of the use of teaching methods, construction of some basic
instructional materials and assessment of learning outcomes, but the teacher are still deficientin some areas of assessment procedures such as construction of observation, attitudes’ andinterest scales as well as the construction of practical tests.
It was also concluded that in spite of SDGs retraining workshops, primary school teachers
were still lacking in pedagogical competency of out-of-class science activities. It is importantto carry out this study in wider context to include the use of technologies. Therefore, further
research should be conducted on the impact of SDGs retraining workshops on primary school
BST teachers’ use of computer assisted instruction (CAI).

Acknowledgement
We would like to acknowledge with thanks, the NTI office Lokoja Kogi State Nigeria and headteachers at participating schools for providing us the opportunity to collect data. We would also
like to acknowledge the management of Prince Abubakar Audu University and Tetfund forfinancial support for this research work.

154

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

References
Abdullahi, U., & Afsua, T. U. (2023). Impact of teacher training program on prospective
teacher professional attitude in colleges of education in Yobe State Nigeria, Nigeria
Journal of Educational Research and Evaluation, 22(1), 73–85.
Ademola, O., Kimanzi, M. K., & Modise, A. (2023). Investigating pedagogical political ofentrepreneurial projects in Higher Education. Journal of Educational and Social
Research, 13 (3), 272–283. https://doi.org/10.36941/Jesr-2023-0076
Akim, E. D. R., Ekong, E. E., & Evans, G. U. (2022). Evaluation of the impact of in-service
training programme on secondary mathematics teachers’ pedagogical skills andutilization of technology. ASSEREN Journal of Educational Research andDevelopment (AJERD) 9(1), 155–164.
Akogun, N. A., & Yomi, S. (2023). Influence of teachers training on utilization of basic
science virtual laboratories for entrepreneurship education in junior secondary
schools. Journal of Science, Technology and Mathematics Pedagogy, 1(1), 284–292.
Alamin, M., & Greenwood, J. (2018). The UN Sustainable Development for effective English
teaching in Bangladesh: A gap that bridging. Journal of Teacher Education for
Sustainability, 20(2), 118–138. https://doi.org/10.2478/jtes-2018-0019
Atsua, T. G., & Abdullahi, U. (2015). Impact of teachers’ professional development
programme on competency of universal basic education teachers. ASSEREN Journalof Educational Research and Development, 2(7), 134–147.
Dart, G. (2006). “My eyes went wide open!”: An evaluation of the special needs education
awareness courses at Molepolole College of Education Botswana. British Journal ofSpecial Education, 33(3), 130–138. https://doi.org/10.1111/j.1467-8578.2006.00428.x
Diemer A., Ndiaye A., Khushik F., & Pellaud F. (2019). Education for Sustainable
Development: A conceptual and methodological approach. Social Science Learning
Education Journal, 1(1), 43–51.
Diemer, A., Khushik, F., & Ndiaye, A. (2020). SDG 4, Quality Education, the Cornerstone of
the SDGs: Case studies of Pakistan and Senegal. Journal of Economics andDevelopment Studies, 8(1), 32. https://doi.org/10.15640/jeds.v8n1a2
Effiong, S. C., Obushi, A., & Adebola, A. J. (2018). Teachers’ assessment indices and total
quality management principles of evaluation in primary schools. Nigerian Journal of
Educational Research and Evaluation, 17(1), 72–84.
Jetly, M., & Singh, N. (2019). Analytical study based on perspectives of teacher educators inIndia with respect to education for sustainable development. Journal of Teacher
Education for Sustainability, 21(2), 38–55. https://doi.org/10.2478/jtes-2019-0016
Kakarla, U. (2023). Teachers’ relationship and competency on academic performance ofsocially disadvantaged students in higher secondary schools. Scope, 13(1), 143–149.
Kalsoom Q., Qureshi N., & Khanam A. (2018), Perceptions of the research scholars
regarding Education for Sustainable development (ESD) in Pakistan. In F. W. Leal
Filho W.S. Rogers U., Lyer-Raniga (Eds.), Sustainable Development Research in the
Asia Pacific Region, Springer. https://doi.org/10.1007/978-3-319-73293-0_10

155

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Krejicie, R. W., & Morgan, D. W. (1970). Determining sample size for research activities.
Educational and psychological measurement, 30(3), 607–610.
https://doi.org/10.1177/001316447003000308
Lalvani, P. (2013). Privilege, compromise, or social justice: Teachers’ conceptualizations ofinclusive education. Disability and Society, 28(1), 14–27.
https://doi.org/10.1080/09687599.2012.692028
Lawrant, M. Q. (2018). How to use qualitative method in evaluation. USA: Sage.
Lubis, M; Amin, A. & Alimni, A. (2023). Teacher solidity in the digital age and effect on
effectiveness of primary school management. International Journal of Evaluation andResearch Education (IJERE), 12(2), 781–789.
https://doi.org/10.11591/ijere.v12i2.24948
Mak, P. (2019). Impact of professional development programme on teachers’ competencies
in assessment. International Research and Pedagogy, 45(4), 481–485.
https://doi.org/10.1080/02607476.2019.1639266
Meletiadou, E. (2021). Using padlets as E-portfolios to enhance undergraduate students’
writing skills and motivation. IAFOR Journal of Education: Undergraduate
Education, 9(5), 67–83. https://doi.org/10.22492/ije.9.5.04
Nakidien, T., Singh, M., & Sayed, Y. (2021) Teachers and teacher education: Limitations andpossibilities of attaining SDG4 in South Africa. Education Science, 11, 66.
https://doi.org/10.3390/educsci11020066
Ngwu, A. N., Nworgu, L. N., & Ella, F. A. (2019). Assessing the professional development
needs of junior secondary school basic science teachers in Enugu. Journal Science
Teachers Association of Nigeria, 54(1), 88–98.
Nkomo, N. N., & Abdul, U. M. (2023). Impact of training and retraining teachers in primaryand post primary schools for better performance. International Research Journal of
Educational Research, 14(3), 1–6. https://doi.org/10.14303/2141-5161.2023.266
Norwani, N. M., David, W. N. W., Mansor, M. F., & Yusof, R. (2017). The relationshipbetween in-service trainings and teaching skills with students’ achievement.
International Journal of Academic Research in Business and Social Sciences, 7(12),61–76. https://doi.org/10.6007/IJARBSS/v7-i12/3593
Omar, R. (2017). The impact of professional development activities on teachers’ perceived
competency in teaching English. Journal of Applied Environmental and Biological
Sciences, 7(2), 75–78.
Osei-Owusu, B. (2022). Impact of professional development programmes on teachers’
knowledge and academic performance of senior high school students in Nigeria.
European Journal of Education and Pedagogy, 3(2), 60–69.
https://doi.org/10.24018/ejedu.2022.3.2.276
Seth, J.I. (2020). The impact of technology enhanced learning and pedagogy: A case study.
Dissertation submitted in partial fulfillment of requirement for degree of philosophy
education, Walden University.
Solomon, D. B., Kabana, A. B., & Edward, B. A. (2018). Investigating critical thinking
among basic science and technology teachers and students for global economic
growth. In A.S. Ifamuyiwa (Eds), 59th Annual Conference Proceedings of Science
Teachers Association of Nigeria (STAN) 142–149, The STAN Place Ltd.

156

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong
learning in pre-service teacher education. Journal of Teacher Education for
Sustaintability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-0019
United Nations (2015). Resolution adopted by General Assembly on transforming our world:
The 2030 agenda for sustainable development. Retrieved fromhttps://www.un.org/en/development/desa/population/migration/generalassembly/docs/
globalcompact/A_RES_70_1_E.pdf
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2019). Inservice teacher training. Retrieved from https://uis.unesco.org/en/glossaryterm/service-training
United Nations Development Programme (UNDP). (2018) Poverty and Human Development
Initiative. Retrieved from https://www.un.org/sustainabledevelopment/education/
Usman, D., Danjuma, K. I., & Usman, H. (2023). Effect of Van Hiele model on pedagogicalabilities of undergraduate mathematics education students. Journal of Science,
Technology and Mathematics Pedagogy 1(1), 209–216.
Wahyudiati, D. (2023). The effect of implementing IT-Based chemistry reaching materials on
the chemistry student STEM skills. Journal of Educational and Social Research,
13(3), 171–180. https://doi.org/10.36941/jesr-2023-0067
Wahyudiati, D; Irwanto, I. & Hingrat, H.R. (2022). Improving pre-service chemistry teachers
critical thinking and problem-solving skills using project-based learning. World
Journal on Educational Technology: Current Issues, 14(5), 1291–1304.
https://doi.org/10.18844/wjet.v14i5.7268
Corresponding author: Lawrence Achimugu
Email: achimugu.l@ksu.edu.ng

157

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Appendix
Primary School Teachers’ Pedagogical Competencies Questionnaire (PSTPCQ)
We are science teacher educators. We are conducting a research to find out the teaching skills
which Basic Science and Technology teachers in our schools have and those they do not have.
The need is to create a competency based programme of retraining the Basic Science andTechnology (BST) teachers to improve their knowledge and skills. We therefore request you
to most sincerely complete the questionnaire below to enable us find the important things you
may not know so that we can select what we shall include in the retraining programme we want
to develop to improve the capacity of BST teachers. Please, Tick (√) in the appropriate
column of the scale below as it applies to you. Please try and be as honest as possible for the
information you give will be used for only research purpose and your confidentiality is assured.
Section A: Demographic Information
Gender: Male
FemaleLocation: Urban
Rural
The Classes you teach.: (Tick as many as you teach)
PRY 1
PRY 2
PRY 3
PRY4
PRY 5
PRY 6
Your Qualifications: SSCE
TCII
NCE
OND
HND
B.Ed.
B.SC
MASTERSPhD
Any Other
Did you benefit from the training given by NTI during the MDG training programme?
Yes
No
Section B: Rate yourself on 5-point scale in each of Competency statements below. The scale points
range from 1 to 5 where 5 is the highest level of effectiveness. How effective are in you in the following
areas:
Cluster A

Item statement using teaching methods to deliver BST
lessons.

S/No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

1

Guided inquiry method
Demonstration method
Lecture method
Discovery method
Process-based classroom interaction methods
Discussion method
Questioning method
Laboratory method
Project method
Concept Mapping
Problem based method
Cooperative learning strategies
Competitive learning strategies
Field Trip method
Use of analogy
Group Discussion method
Group project method
Advanced Organizers Method

158

2 3

4 5

IAFOR Journal of Education: Studies in Education

Cluster B
19
20
21
22
3
23
24
25
26
27
28
29
30
31
32

Volume 11 – Issue 3 – 2023

Constructing basic instructional materials/equipment:

kites,
inclined planes,
pulleys,wind vanes,
PulleySimple level machines
Using measuring Instruments:
Measuring cylinder,

weighing balances
Ruler/Tapechemical balance,
spring balance
tit-pipette
Stop clock/watch

Cluster C
33

Out-of-class-science activities and programmes
Organizing BST debates for learners.

34

Taking learners out on field trip to places of BST interest in
the community.
Linking community concerns to BST teaching/learning
activities.
Linking community economic activities to BST learning
activities
Linking environmental concerns to BST teaching/learning
activities.
Bringing in community-based resource persons as rolemodels to talk to children learning through BST
curriculum.

35
36
37
38

Cluster D
39
40
41
42
43
44
45
46
47
48

Effective Assessment of Learning Outcomes.
Constructing good achievement test instrument based on
the objectives of the lesson.
Assessing the learners as teaching goes on in the classroom
Using innovative assessment practices
Creating positively challenging assignment for the learners.
Constructing observational rating scale for assessment ofpractical skills.
Developing good BST attitude scale for learners.
Developing BST interest scale for learners.
Constructing practical tests.
Developing adequate marking scheme for scoring learners’
tests outputs.
Marking series of assignments and tests

159