This study investigated the effects of a Thinking Conceptual Training Programme on primary five basic science teachers’ unproductive questioning behaviours and pupils’ achievements, in Jos South Local Government, Plateau state in Nigeria. The samples comprised of twelve primary five basic science teachers and 144 primary five pupils. Three research questions guided the study and one null hypothesis was tested at 0.05 level of significance. A pure experimental, pre-test-post-test control randomized group research design was used. Samples were randomized and a pre-test observation was conducted. The treatment groups were exposed to the Thinking Conceptual Training Programme, while the control group was exposed to the usual lecture method observed during pre-test observation. Data were gathered through recordings of classroom interactions between teachers and their pupils. An achievement test was constructed and administered to pupils in the classes of teachers in both experimental and control groups. Frequency counts and percentages were used to answer research questions while the chi-square statistic was used to test the null hypothesis. The results show that the Thinking Conceptual Training Programme produced a significantly positive effect on the unproductive questioning behaviours of primary school basic science teachers as well as pupils’ achievement in science. It was recommended that the training should be extended to other primary school pupils and the training should be a continual process in order to improve their questioning behaviours and ensure quality teaching and learning in primary schools.
behaviours, training programme, pupil