Abstract

EFFECT OF TEACHERS? SUBJECT AND PEDAGOGICAL KNOWLEDGE ON PERFORMANCE IN MATHEMATICS AMONG SECONDARY SCHOOLS STUDENTS? IN KADUNA STATE, NIGERIA

Yohanna, E.

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Abstract The purpose of this study was to find out the extent to which Mathematics Teachers? Subject and Pedagogical Knowledge can improve junior secondary school students? performance in Kaduna state. Four research hypotheses were formulated and tested at 0.05 levels of significance. The study population comprised of 218 junior secondary school Mathematics teachers and 35,468 students. A quasi-experimental design was used for this study. Purposive and simple sampling techniques were used to select four Educational Zones in which 70 Mathematics teachers with NCE qualifications and 480 students from 16 secondary schools participated in the study. Three instruments namely, Teachers? Subject Knowledge Test (TSKT), Teachers? Pedagogical Knowledge Assessment (TPKA) and Students? Mathematics Performance Test (SMPT) were subjected to face and content validation by two experts in Mathematics Education Department and one expert from Measurement and Evaluation Department from the Ahmadu Bello University, Zaria and obtained a reliability coefficient of 0.75. Cronbach?s alpha analysis was used. They were used to collect data for the study. T-test statistics was used to answer the null hypotheses at 0.05 significant levels (95% confidence interval). The result obtained shows a significant difference in the mean performance of students of Teachers with High Subject Knowledge (HSK) and those of Teachers with Low Subject Knowledge (LSK). From the result obtained, the mean score of students of teachers with High Subject Knowledge (36.69), were statistically significantly difference from those of students of Teachers with High Pedagogical Knowledge of (33.12) , students of Teachers with Low Pedagogical Knowledge (29.03), students of Teachers with Low Subject Knowledge had a mean score of (27.02). Based on the findings of this study, recommendation were made and call on the state and the federal governments to collaborate with the National Commission for Colleges of Education (NCCE) to design an improve curriculum content on mathematics courses at our colleges of education in the country to help in producing NCE graduates with High Subject and pedagogical knowledge. This will enable them to teach effectively in our secondary schools. Keywords: Mathematics Teachers? Subject Knowledge, Pedagogical Knowledge, and Students? Performance.

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