Effects of the Pedagogical Capacity Training Module on Enhancing Lecturers' Effective Curriculum Implementation at the Federal University of Technology, Minna, Niger State.

Abstract

This study investigated the effects of a pedagogical capacity training module on STEM lecturers’ attitudes, knowledge, and instructional practices for effective curriculum implementation of 21st-century at the Federal University of Technology, Minna. The study adopted experimental research design, specifically one sample repeated measure design. The population of the study consist all STEM lecturers in the Federal University of Technology, Minna out of which two hundred (200) STEM lecturers were selected using multi-stage sampling techniques and participated in the study. Data were collected using structured questionnaire measuring attitudes toward innovative teaching strategies, 21st-century skill integration, and knowledge of curriculum implementation. The instrument was validated by experts and the internal consistency reliability of the instruments was established, the index was calculated using Cronbach Alpha reliability method and the index was found to be 0.87. Descriptive statistics of mean, SD and percentages were used for analysis. Findings revealed significant improvements in lecturers’ adoption of student-centred pedagogies, including problem-based learning, collaborative learning, inquiry-based instruction, and ICT integration. Additionally, lecturers’ confidence in applying innovative teaching strategies and their knowledge of curriculum implementation improved substantially. The study concludes that pedagogical capacity training is effective in transforming lecturers’ instructional practices and enhancing their readiness to implement competency-based curricula. It recommends sustained professional development, institutional support, and integration of capacity-building programmes into higher education policy frameworks