RELATIONSHIP BETWEEN SUBJECT CONTENT KNOWLEDGE AND PEDAGOGICAL SKILLS OF NCE INTEGRATED SCIENCE STUDENTS IN NIGER STATE
RELATIONSHIP BETWEEN SUBJECT CONTENT KNOWLEDGE AND PEDAGOGICAL SKILLS OF NCE INTEGRATED SCIENCE STUDENTS IN NIGER STATE
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Date
2011-05
Authors
ISAH, Mohammed Fatima Jummai
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Abstract
This study investigated the relationship between Subject Content Knowledge
and Pedagogical Skills of Nigeria Certificate in Education final year Integrated
Science students of State College of Education, Minna and Federal College of
Education, Kontagora. 100 (50 males and 50 females), study subjects of 300
level integrated science students were randomly selected using stratified
random sampling from a population of 1000 students. Two instruments:
Integrated Science Performance Test (ISPT) with r = 0. 75 and Students
Teaching Practice Assessment Form (STPAF) were used for data collection.
The ISPT was used to measure the subject content knowledge of the students
while the STPAF was used to measure the pedagogical skills of the students.
Five null hypotheses were tested at 0.05 level of significance. The data
collected were subjected to Pearson Product-Moment Correlation Coefficient
and t-test statistical tools for analyses. The major findings from the study
were: Positive significant relationship exist between: NCE integrated
science students’ subject content knowledge and pedagogical skills, Male
integrated science students’ subject content knowledge and pedagogical skills.
Female integrated science students’ subject content knowledge and
pedagogical skill. Also significant difference exists in the male and female
integrated science students': subject content knowledge in favour of male
students, and pedagogical skills in favour of female students. Based on the
findings, recommendations were made among which are the need for
inclusion of content mastery and pedagogical skills under a department.
Similarly, teacher education programmes should re-organize their programmes
towards preparation and professional development of teachers, and science
teachers should give adequate orientation on micro-teaching to groom the
teacher-trainees with adequate teaching skills with which they can relate to
the contents taught.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL,
AHMADU BELLO UNIVERSITY, ZARIA
IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTERS
DEGREE IN SCIENCE EDUCATION.
DEPARTMENT OF EDUCATION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY, Zaria.
Keywords
RELATIONSHIP,, SUBJECT CONTENT,, KNOWLEDGE,, PEDAGOGICAL SKILLS,, NCE,, INTEGRATED SCIENCE,, STUDENTS,, NIGER STATE