Impact of Teacher Professional Development in Stem Integration on Primary School Pupils’ Academic Achievement in Plateau State Central Zone in Nigeria

Abstract

Teacher Professional Development (TPD) strengthens teaching quality through structured training in pedagogy, subject expertise and instructional techniques. For primary Science, Technology, Engineering and Mathematics (STEM) educators, TPD enhances skills in technology use, inquiry-based teaching and fostering creativity. Nigeria struggles with low performance in science and math, driven by poor resources, overcrowded classes and unqualified teachers.  This study investigated the impact of TPD in STEM integration on pupils’ academic achievement in primary schools within Plateau State Central Zone in Nigeria. The study was guided by three objectives and three research questions. The Constructivist Learning Theory was used as a theoretical framework. A descriptive survey research design was adopted, with a population of 7,981 teachers across the five Local Government Areas in the zone. A sample of 500 teachers was selected through random sampling from 50 public primary schools. Data were collected using a validated and reliable questionnaire and analysed using mean scores statistics and regression analysis. Findings revealed that the extent of teacher professional development in STEM integration was relatively high, with teachers expressing satisfaction with the content, regularity and practicality of training received. The study also found that STEM-focused teacher training positively impacted pupils' academic achievement, as evidenced by improved performance in science and mathematics, enhanced critical thinking skills and greater student engagement. Despite these benefits, challenges such as inadequate instructional materials, large class sizes, limited time for STEM activities, lack of administrative support and absence of follow-up training were reported. The study concluded that while STEM professional development significantly improved teaching effectiveness and student outcomes, systemic barriers hindered its optimal implementation and called for strategic policy interventions to bridge these gaps.