An Evaluation of Teachers Preparation for Science Teaching and Effect on Achievement in Science in Lagos State

Abstract

Academic achievement is the extent to whicha learner is profiting from instructions in a given area of learning and turn is dependent upon the teachers' knowledge base for effective teaching. The quality of teachers is equally dependent on the nature of their preparation. Despite the emphasis on science education that is made compulsory and formed part of the requirement for admission especially in sciences, medical, agricultural, environmental, and engineering programs.The performance of students in sciences has consistently been poor and unimpressive. Therefore, the paper aims atevaluating teachers' preparation for science teaching and its effect on achievement in science in Lagos state. Using a descriptive survey research design and a sample of 173 science teachers. A validated and piloted questionnaire based on a 4-point rating scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means and standard deviation. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that science teachers perceived their training on content and education courses as adequate,pedagogical knowledge training received to prepare them to teach major subjects,workshops and seminarshelp inprofessional development. It was recommended that: Teachers should be sensitized through in-service and continuing education courses and revision of teacher training curriculum to improve teaching methodologies, building the capacity of teachers in the use of relevant teaching materials and the government should equip schools with relevant teaching materials such as ICTsand alternative power supply