Depth of Teachers’ Subject Content and Pedagogical Knowledge as Predictors of Secondary School Students’ Academic Achievement in Kwara State, Nigeria


High rate of students’ failure in Senior Secondary Certificate Examinations (SSCE) in Nigeria has become a perennial source of worry to all stakeholders. Less than 40% of candidates had credits and above in English language and Mathematics between 2009 and 2015. Previous research efforts have not yielded conclusive explanations for the problem but not much has been done to critically assess the contributions of teacher subject and pedagogical knowledge. Therefore, this study intends to investigate the predictive value of Teachers’ Depth of Subject Content Knowledge (DSCK) and Depth of Pedagogical Knowledge (DPK) on Students’ Academic Achievement (SAA). The objectives of the study are: identification of the category of teachers (B.Ed. /B.Sc.Ed /B.A.Ed.; PGDE; or B.A. /B.Sc.) whose DSCK most positively predict students’ success; whose DPK will most positively predict students’ success; and that has the highest DSCK and DPK combined (DSCPK); It is also to investigate the predictive ability of teachers’ DSCPK for students’ performance in each subject. Two hundred randomly selected teachers of Senior Secondary II English Language and Mathematics in ten randomly secondary schools in Kwara State and intact classes of SS II students taught by the teachers will constitute the sample. Data shall be collected through tests, observations and vignettes, patterned after Kirschner, Borowski and Fischer (2010) and Baumert, Kunter, Blum, Brunner et al. (2010); and analysed using descriptive and inferential statistics to compare the teachers’ DSCK /DPK/DSCPK in both subjects.

Author Information
Felicia Olabisi Olasehinde-williams, University of Ilorin, Nigeria
Lasiele Alabi Yahaya, University of Ilorin, Nigeria
Henry Olumuyiwa Owolabi, University of Ilorin, Nigeria

Paper Information
Conference: ECE2017
Stream: Professional Concerns, Training and Development

This paper is part of the ECE2017 Conference Proceedings (View)
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Posted by James Alexander Gordon