Effect of Teachers' Subject and Pedagogical Knowledge on Junior Secondary School Students' Academic Performance in Mathematics
Metadatos
Mostrar el registro completo del ítemEditorial
Universidad de Granada
Materia
Mathematics teachers Pedagogical knowledge Students’ performance
Fecha
2024-04-12Referencia bibliográfica
Olajumoke Salami , Dorethea Erica Spangenberg (2024). Effect Of Teachers' Subject And Pedagogical Knowledge On Junior Secondary School Students' Academic Performance In Mathematics. Journal for Educators, Teachers and Trainers,Vol. 15(2).1-13. DOI: 10.47750/jett.2024.15.02.001
Resumen
Mathematics teachers with National Certificates in Education (NCE) qualification teaching at junior
secondary schools must have a curtained level of subject and pedagogical knowledge to teach
mathematical concepts effectively. This study aimed to determine how much mathematics teachers’
subject and pedagogical knowledge can improve junior secondary school students' performance in
Nigeria. Using a quasi-experimental design, a sample of 70 Mathematics teachers with NCE
qualifications and 480 students from 16 secondary schools were selected purposively. The data
collection instruments, namely the Teachers' Subject Knowledge Test, Teachers' Pedagogical
Knowledge Assessment, and Students’ Mathematics Education with a reliability coefficient of 0.75.
Data was collected using t-test statistics at 0.05 significant levels. From the result obtained, the mean
scores of teachers with high subject knowledge were statistically significantly different from those of
teachers with high pedagogical knowledge. The mean score of students of teachers with low
pedagogical knowledge was higher than that of students of teachers with low subject knowledge. The
National Commission for Colleges of Education in Nigeria should formulate and enhance curriculum
content for mathematics courses at our colleges of education in order to produce NCE graduates with
excellent subject and pedagogical skills who can effectively teach in our secondary schools.