FFECTIVENESS OF CLUSTER TRAINING ON LESSON NOTE PREPARATION OF PRIMARY SCHOOL TEACHERS

Abstract

This study examined the effectiveness of cluster training on lesson plan preparation of primary school teachers in Osun State, Nigeria. Before the training started, a pre-test in the form of a self-designed questionnaire titled “Teachers’ Knowledge on Qualitative Lesson Note Questionnaire’’ (TKQLNQ) was administered on 48 teachers purposively selected from the cluster venue in Saint Patrick’s Primary School, Ifetedo. The post-test was re-administered, using the same instrument after two contacts into the program. Two hypotheses guided the study. The t-test and multiple regression statistical analysis were employed to test the two hypotheses. Results of the study revealed that the cluster training had significant impact on the teachers’ professional skills in preparing qualitative lesson notes. Similarly, the teachers’ gender, qualification at entry into teaching, teaching experience, educational qualification, and their present status had no combined contributions on the effectiveness of the cluster training on improving their knowledge of preparing lesson notes. It was concluded that teacher development programs such as cluster training can be effective in improving teachers’ professional skills in Nigeria.