Journal of Education in Developing Areas
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SENIOR SECONDARY SCHOOL STUDENTS’ PERCEPTION OF MATHEMATICS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND ASSESSMENT COMPETENCY

Osakuade Joseph Oluwatayo, Gabriel Olugbenga Fakinlede

Abstract


This study investigated the perceptions of senior secondary schools’ students on their mathematics teachers` pedagogical content knowledge and assessment competency. The study employed descriptive research design of the survey type. The population consisted of entire senior secondary school students in Ondo state, Nigeria. Multistage and stratified random sampling techniques were used to choose a sample of 900 students. A questionnaire was developed and validated by the researcher’s to gather data. The questionnaire consists of 40 items. Students were asked to rate the questionnaire on a 4-point likert scale. Negative statements were reversed during collation. Descriptive statistics was used to answer two research questions raised while one way analysis of variance (ANOVA) and t-test statistics were used to test the four hypotheses generated. Findings showed that:(1) Mathematics teachers in Ondo state senior secondary schools were rated high in their pedagogical content knowledge by their students while teachers were rated low in their assessment competency (2) There is a significant difference in the class ratings of mathematics teachers` pedagogical content knowledge and assessment competency (3) There is no significant gender difference on the students’ ratings of their mathematics teachers’ pedagogical content knowledge but there is a significant gender difference on the ratings of mathematics teachers’ assessment competency. It is recommended that in-service training and seminars should be organized for senior secondary school mathematics teachers to improve on their assessment practices.

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