Abstract

ASCERTAINING THE PRIMARY SCHOOL TEACHERS PEDAGOGICAL KNOWLEDGE IN MATHEMATICS INSTRUCTION FOR QUALITY DELIVERY A STEP TO REPOSITIONING EDUCATION IN ANAMBRA STATE.

1Dr. Njide F. Okeke, 2 Dr. Ebele C. Okigbo &3 Okeke Chizaram S.

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Abstract The study ascertained the primary school Teachers pedagogical knowledge in mathematics instruction for quality delivery ? A step to repositioning education in Anambra State. A descriptive survey research design was used to carry out the study in the six education zones of Anambra State. The population of the study is 10,998 primary school teachers and 1,000 teachers was sampled using stratified random sampling technique. One research question and one null hypothesis guided the study. The instrument for data collection was a questionnaire titled Teachers Pedagogical Knowledge of Instruction (TPKI). The instrument was validated by two experts, one in measurement and evaluation, and the other in mathematics education, all from University of Nigeria Nsukka. The reliability co-efficient was 0.93. Data collected was analyzed using mean and Standard Deviation to answer the research question, and Analysis of Variance (ANOVA) was used to test the hypothesis at 0.05 level of significance. It was found among others that primary school teachers do not possess adequate pedagogical knowledge for mathematics instruction. It was recommended that government should engage the primary school teachers with capacity building workshops especially on holidays period.

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