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   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/91462">
      <dc:title>Effect of Teachers' Subject and Pedagogical Knowledge on Junior Secondary School Students' Academic Performance in Mathematics</dc:title>
      <dc:creator>Salami, Olajumoke</dc:creator>
      <dc:creator>Spangenberg, Dorethea Erica</dc:creator>
      <dc:subject>Mathematics teachers</dc:subject>
      <dc:subject>Pedagogical knowledge</dc:subject>
      <dc:subject>Students’ performance</dc:subject>
      <dc:description>Mathematics teachers with National Certificates in Education (NCE) qualification teaching at junior&#xd;
secondary schools must have a curtained level of subject and pedagogical knowledge to teach&#xd;
mathematical concepts effectively. This study aimed to determine how much mathematics teachers’&#xd;
subject and pedagogical knowledge can improve junior secondary school students' performance in&#xd;
Nigeria. Using a quasi-experimental design, a sample of 70 Mathematics teachers with NCE&#xd;
qualifications and 480 students from 16 secondary schools were selected purposively. The data&#xd;
collection instruments, namely the Teachers' Subject Knowledge Test, Teachers' Pedagogical&#xd;
Knowledge Assessment, and Students’ Mathematics Education with a reliability coefficient of 0.75.&#xd;
Data was collected using t-test statistics at 0.05 significant levels. From the result obtained, the mean&#xd;
scores of teachers with high subject knowledge were statistically significantly different from those of&#xd;
teachers with high pedagogical knowledge. The mean score of students of teachers with low&#xd;
pedagogical knowledge was higher than that of students of teachers with low subject knowledge. The&#xd;
National Commission for Colleges of Education in Nigeria should formulate and enhance curriculum&#xd;
content for mathematics courses at our colleges of education in order to produce NCE graduates with&#xd;
excellent subject and pedagogical skills who can effectively teach in our secondary schools.</dc:description>
      <dc:date>2024-05-07T07:40:56Z</dc:date>
      <dc:date>2024-05-07T07:40:56Z</dc:date>
      <dc:date>2024-04-12</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>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</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/91462</dc:identifier>
      <dc:identifier>10.47750/jett.2024.15.02.001</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-nd/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Attribution-NonCommercial-NoDerivatives 4.0 Internacional</dc:rights>
      <dc:publisher>Universidad de Granada</dc:publisher>
   </ow:Publication>
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