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.

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.

TABLE OF CONTENTS

Title page – – – – – i
Declaration – – – – – ii
Certification – – – – – iii
Dedication – – – – – iv
Acknowledgement – – – – v
Abbreviations – – – – – vii
Operational Definition of Terms – – – viii
Abstract – – – – – ix
Table of Contents – – – – – x
List of Tables – – – – – xi
List of Figures – – – – – xii
List of Appendices – – – – xiii

CHAPTER ONE: The Problem

1.1 Introduction – – – – – 1
1.2 Statement of the Problem – – – – 8
1.3 Objectives of the Study – – – – 10
1.4 Research Questions – – – – 11
1.5 Hypothesis – – – – – 11
1.6 Significance of the Study – – – 12
1.7 Delimitation of the Study – – – 13
1.8 Basic Assumptions – – – – 13

CHAPTER TWO: Review of Related Literature

2.1 Introduction – – – – – 15
2.2 Concept of Integrated Science – – – 15
2.3 Philosophy and Objectives of Integrated Science – – 18
2.4 Nigeria Integrated Science Teacher Education Project (NISTEP) Its Philosophy and Objectives for Teacher Trainers – 21
2.5 Nigeria Certificate in Education (Integrated Science Programme) 24
2.6 Subject Content Knowledge Mastery – – – 26
2.7 Pedagogical Skills – – – – 28
2.8 Science Teaching Methods – – – 30
2.9 Relationship Between Subject Content Knowledge and Pedagogical Skill  39
2.10 Gender and Achievement in Science – – – 43
2.11 Similar Studies on Subject Content Knowledge and Pedagogical Skills – 46
2.12 Similar Studies on the Relationship Between Content Knowledge and Pedagogical Skills – 54
2.13 Implications of the Literature Review to the Present Study – 55

CHAPTER THREE: Methodology

3.1 Introduction – – – – 61
3.2 Research Design – – – – 61
3.3 Population of the Study – – – – 62
3.4 Sample and Sampling Techniques – – – 63
3.5 Instrumentation – – – – 63
3.6 Data Collection Procedure – – – 69
3.7 Data Analysis – – – – 70

CHAPTER FOUR: Data Analysis Result and Discussions

4.1 Introduction – – – – 72
4.2 Data Analysis and Results – – – 72
4.3 Hypotheses Testing – – – – 72
4.4 Summary of Findings – – – – 77
4.5 Discussion of Results – – – – 77

CHAPTER FIVE: Summary, Conclusion and Recommendations

5.1 Introduction – – – – 81
5.2 Summary – – – – 81
5.3 Summary of Major Findings – – – 82
5.4 Conclusions – – – – 82
5.5 Recommendations – – – – 83
5.6 Limitation of the Study – – – – 84
5.7 Suggestions for Further Studies – – – 84

References – – – – 86

INTRODUCTION

Science plays a vital role in the development, progress, general well being and survival of any nation. The application of science and technology is important in all aspects of human existence such as agriculture, health, war-  fare, communication, housing, even politics among others.

Shaibu (2000) pointed out that education in science is so fundamental to any meaningful development of a country that a nation’s effort might come to naught without a strong army of scientists and science literate citizenry.

Expressing a similar view, Bichi (2002) described science as the universal vehicle for human progress and that nations should endeavour to give priority to science education.

In the context of the importance of science and technology education, Nigerian Government in the National Policy on Education (FME, 2004) and in National Policy on Science and Technology (FME, 2004) made provision for science and technology education in the educational system.

These policies are aimed at promoting scientific and technological development to produce citizens with the needed scientific knowledge, skills, methods and attitude as well as the capacity to apply them to solve national problems.

These policies have provided guidelines on science and technology education in Nigeria. In this  respect  several science curricular were developed and introduced into the school system.

One of such science curricular developed was the integrated science curriculum. The Core Nigerian Integrated  Science Project (NISP) was the Series  of Science Curriculum Project Developed by Science Teachers Association of Nigeria (STAN) in 1970.

REFERENCES

Abba I. (1999). Evaluating the Pedagogical Competence of the Integrated Science Teachers in evaluating Science Technology  and  Mathematics Education Busari O.O (ed). 40^th Annual Conference Proceedings of Science Teachers Association of Nigeria, 138-142.

Adeniyi, O.B.E. (2000). A critical Analysis of the Nigeria Certificate in Education. Teaching Practice Assessment Instrument: In The Nigerian Teacher Today 8 (1 &2) 102-110.

Adetoyinbo, B.B. (2004). Teacher and Student Factors as Correlate of Achievement in Integrated Science Journal of Science Teachers Association of Nigeria 39 (1&2) 16-21.

Adetula, L.O. (1997). Nigeria Certificate in Education. Students’ Teaching Practice Performance. Journal of Nigeria Teacher Education Today. 6(1) 1-10.

Afolabi, M. (1998). Introduction to Research Methods for Writing Proposals, Projects.

Ahmed, B. (2003). The Construction and Validation of an Attitude Inventory for the Assessment of the Level of Understanding of the Nature of Integrated Science. Journal of Science Teachers Association of Nigeria (1) 185-198.