RELATIONSHIP BETWEEN SUBJECT CONTENT KNOWLEDGE AND PEDAGOGICAL SKILLS OF NCE INTEGRATED SCIENCE STUDENTS IN NIGER STATE

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dc.contributor.authorISAH, Mohammed Fatima Jummai
dc.date.accessioned2014-03-13T13:22:21Z
dc.date.available2014-03-13T13:22:21Z
dc.date.issued2011-05
dc.descriptionA 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.en_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3911
dc.language.isoenen_US
dc.subjectRELATIONSHIP,en_US
dc.subjectSUBJECT CONTENT,en_US
dc.subjectKNOWLEDGE,en_US
dc.subjectPEDAGOGICAL SKILLS,en_US
dc.subjectNCE,en_US
dc.subjectINTEGRATED SCIENCE,en_US
dc.subjectSTUDENTS,en_US
dc.subjectNIGER STATEen_US
dc.titleRELATIONSHIP BETWEEN SUBJECT CONTENT KNOWLEDGE AND PEDAGOGICAL SKILLS OF NCE INTEGRATED SCIENCE STUDENTS IN NIGER STATEen_US
dc.typeThesisen_US
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