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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study investigated teachers’ pedagogical competence as determinant of students’ academic performance in secondary schools in Ekiti State. The study further examined variables of pedagogical competence- knowledge of the subject matter and classroom management and their relationship with students’ academic performance. The sample comprised of 400 respondents and 40 school principals selected from forty schools in 16 local government area using multistage sampling procedures. The instruments adopted for data collection were, questionnaire tagged Teacher Pedagogical Competence Questions (TPCQ) and a Proforma tagged Proforma for Students’ Academic Performance (PSAP). PSAP was validated and has a reliability co-efficient of 0.79. All hypotheses were tested using Pearson Product Moment Correlation at 0.05 level of significance. The findings revealed that there is significant relationship between teachers’ pedagogical knowledge variables such as teacher knowledge of subject matter, classroom management and students’ academic performance. Based on the finding, it was recommended that; teachers should endeavor to update themselves with new skills and knowledge in their diverse subject area by attending refresher courses and engaging in professional development. They are also advised to improve their skills in classroom management so as to influence students’ academic performance positively and equally important teachers should strive to develop their pedagogical skills with a view to deliver even the most complex and abstract concepts seamlessly. This study will most likely provide insight to the government and other stakeholders on the importance of teachers’ pedagogical competence as a determinant to students’ academic performance. |
| Keywords: Pedagogical, Competence, Knowledge, Professional, Development |
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