Physics Teachers Content and Pedagogical Knowledge as Correlates of Physics Achievement of Senior Secondary Schools Students in Borgu, Niger State.

Abstract

This study investigated Physics Teachers' Content and Pedagogical Know/odgo as corro/ates of Physics achievement of Senior Secondary Schools Students in Borgu, Niger Stato. Tho design adopted for this study was Ex-post Facto design. The population of this study covorod al/ Senior Secondary Schools offering Physics with target population of nine hundred and fifteen (915) SS // physics students as at 2016/17 academic session. The sample of tho study comprised of six Physics teachers purposively sampled out of 21 Physics teachers and ninety Physics students (48 males and 42 females) were selected from six samp/od schools out of 17 secondary schools using random sampling technique. Two validated instruments dovo/opod by the researcher namely; Physics Teachers content knowledge Test (PTCKT) and Physics Teachers Pedagogical Knowledge Survey (PTPKS) with reliability coefficients of 0.85 and O. 79 respectively. Two research questions were raised and two null hypotheses wore tested at O. 05 level of significance. Research questions were answered with Linear regression while hypotheses were tested with Linear regression and Analysis of Varience. The major findings from the study were; No significance relationship in the extent of variation in Physics achievement of Students that is related to Physics teachers' content knowledge and no significant in the extent of variation in Physics achievement of Students that is related to Physics teachers' pedagogical knowledge. Base on the findings, recommendations were made and these include among other that government should encourage Physics teachers training programmes to update their content knowledge and pedagogy skills for effective teaching. Also teachers should encourage positive study habit among students which will consequently improve students achievement.