Diagnosing Pedagogical Content Knowledge Deficits among Chemistry Teachers to Improve STEM Education in Northeast Nigeria

Haladu Alibawa Zubairu, Jack Gladys Uzezi, Stella Gideon Danjuma

Abstract


The study diagnosed pedagogical content knowledge (PCK) deficits among secondary schools’ chemistry teachers to improve STEM education in Northeast Nigeria. This study used a correlational research design to collect both qualitative and quantitative data from respondents. Population of 313 chemistry teachers in secondary schools located in Adamawa and Taraba States in Northeast Nigeria was used as sample size for the study. The Cronbach's alpha reliability coefficient of 0.873 was obtained which indicated a high level of internal consistency and reliability of the instrument, Chemistry Teachers Pedagogical Content Knowledge and Teaching Effectiveness Questionnaire (CTPCKTEQ). The descriptive statistics of mean and standard deviation as well as Spearman’s correlation coefficients were used to answer the research questions, while multiple regression analysis was used to test the hypotheses at a .05 significance level. The findings showed that chemistry teachers in the region demonstrate a high level of content knowledge; a strong level of pedagogical knowledge, and highly effective in their teaching roles, with consistently high mean scores. Also, there is a weak positive correlation between content knowledge and teaching effectiveness, and a moderate to strong positive correlation between pedagogical knowledge and teaching effectiveness. Hence, the study concluded that pedagogical and content knowledge and skills play a critical role in determining teaching effectiveness. Teachers who possess effective pedagogical skills, such as the ability to design engaging lessons and assess student learning, are more likely to be effective in their teaching. Therefore, teachers should be supported in developing their content knowledge and pedagogical skills through professional development programs and workshops to improve STEM education in Northeast Nigeria. 

Diagnosing Pedagogical Content Knowledge Deficits among Chemistry Teachers to Improve STEM Education in Northeast Nigeria


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References


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