Integrated science teachers’ pedagogical content knowledge and its perceived impact on students’ achievement

Abstract

This study was designed to investigate the Pedagogical Content Knowledge of Integrated Science teachers, how it influences their teaching of the subject and its impact on students’ achievement at the Junior High School level. The explanatory sequential mixed method design was used in this study. This is due to the fact that study was of quantitative priority where greater emphasis was placed on the quantitative method while the qualitative method played a secondary role. The research was carried out in four circuits and eight Junior High School selected at random from these circuits. The sample comprised 15 Integrated Science teachers and 124 Junior High School three (3) students. The main instruments used were questionnaire and observation schedule. Cronbach alpha (α) values of both teachers’ and students’ questionnaires were respectively found to be 0.72 and 0.68. The results showed that the Integrated Science teachers lack consistency among the components of Pedagogical Content Knowledge and this negatively affected their ability to present concepts well for students to comprehend. This could be the reason why the Junior High School graduates show mediocre scientific knowledge and perform poorly in Integrated Science in the Basic Education Certificate Examination. It was also found out that the students perceived Integrated Science teachers’ Pedagogical Content Knowledge to have a significant impact on their academic achievements in Integrated Science.