Maximizing Subject Matter Knowledge of Science Teachers through Professional Development Plan and Training

Clicks: 10
ID: 334775
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #65 of 1,064 articles by views in Annals of Human and Social Sciences

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 1,064 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The study examined the effect of content-based professional development training in science subject on teachers’ achievement in science at primary school level. Professional development trainings develop and improve the required abilities and skills essential to impart quality teaching. The study has been conceptualized on Knowles (1984) theory of adult learning that assumed that adults should be involved in the planning and evaluation of their learning as this experience provides them basis to teach the subject which is relevant to their lives. The study employed one group pre-test post-test experimental design. 140 primary school teachers from 5 clusters in Sheikhupura district were selected as a sample of the study. The teachers received 40 hours training during the span of one week. They were pre-tested and post-tested using researcher made test based on the content taken from grade 5 science textbook. Descriptive statistics and paired samples t-test were used to analyze the data. The study found a significant difference in achievement scores of teachers’ pre-test and post-test i.e. posttest scores were better as compared to pre-test. The study concluded that the content-based professional development training of teachers in science subject at primary school level is significantly important. The researcher recommends improving subject matter knowledge of science teachers to achieve the targets about the provision of quality education.
Reference Key
imported_1793228138_6ae27d6ab9747 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Muhammad Akram, Zainab Kamran, Muhammad Irfan Malik
Are you one of these authors? Claim your profile
Journal Annals of Human and Social Sciences
Year 2024
DOI
10.35484/ahss.2024(5-I)07
URL
https://ojs.ahss.org.pk/journal/article/view/448
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.