Ex-post Facto Analysis of Lecturer Capacity-Building Programmes and Their Influence on Student Engagement and Classroom Interaction in South-West Nigerian Federal Colleges of Education

Abstract

This study examined the impact of lecturer capacity -building programmes on instructional delivery in Federal College of Education (Technical), Akoka. The purpose was to determine how structured training influences teaching effectiveness across Science, Bus iness, and Education disciplines. Five research questions guided the study. The study adopted a descriptive survey design. The population comprised 253 lecturers, while a sample of 218 was selected using stratified random sampling. A researcher -developed questionnaire titled Lecturer Instructional Delivery Questionnaire was used for data collection. The instrument was validated by experts in Educational Measurement, Curriculum Studies, and English Education. Reliability was established through Cronbach Alph a, yielding a coefficient of 0.88. Data was collected through direct and electronic administration over six weeks and analysed using descriptive statistics and inferential tools such as t -test and ANOVA. Findings revealed that instructional delivery before training was moderate, while post -training results showed significant improvement in teaching effectiveness, classroom interaction, and student engagement. Hypothesis testing indicated significant differences between pre- and post-training instructional delivery. ANOVA results also showed variatio ns across academic schools. The study concluded that capacity -building programmes significantly enhance lecturers’ instructional delivery. It recommended continuous professional development, discipline -based training, and stronger institutional support for lecturer development programmes.