STEM Teachers’ Effectiveness as Correlates of Secondary School Students’ Science Performance in Minna Educational Zone, Niger State.

Abstract

This study investigated STEM teachers' pedagogical knowledge and pedagogical content knowledge as correlates of secondary school students' science performance in Minna Educational Zone, Niger State. The study adopted correlational research design, the population of the study was 1204 science teachers in 160 secondary schools in Minna Educational Zone of Niger State. Three hundred (300) science teachers were selected using a simple random sampling technique. The instrument for data collection was a 4-point scale questionnaire that measured teachers' pedagogical content knowledge. The instrument was validated by two experts in science education. The questionnaire was pilot tested and was analysed using Cronbach alpha and the data yielded a reliability coefficient of 0.74. The data were analysed using linear regression to test the formulated hypotheses. The findings showed a significant positive association between Pedagogical knowledge and pedagogical content knowledge and students' performance in science. It was recommended among others that workshops and professional capacity training should be regularly organised to improve STEM teachers' pedagogical practices, among others.