The Influence of Out-of-Field Secondary School Biology Teachers’ Content Mastery and Classroom Management Anxiety on Pedagogical Content Knowledge in Niger State, Nigeria

The Influence of Out-of-Field Secondary School Biology Teachers’ Content Mastery and Classroom Management Anxiety on Pedagogical Content Knowledge in Niger State, Nigeria

Abstract: This study investigated the influence of anxiety among out-of-field secondary school Biology teachers on Content Mastery and Classroom Management in relation to Pedagogical Content Knowledge in Niger State, Nigeria. The research design employed for this study was the Correlation research design. Six research questions and four null hypotheses guided the study. The population of the study comprised six hundred and sixty-six (666) out-of-field Biology teachers in 543 public and private senior Secondary Schools from the seven educational zones in Niger State. The study utilized a multi-stage sampling technique, where 226 senior secondary schools were selected using stratified sampling from the 7 educational zones, and 501 respondents were randomly chosen from the selected schools. Data collection was done using three researcher-developed questionnaires, validated by two experts in science education and a psychologist. The questionnaires comprised two sections (A and B). Section A collected demographic data of the respondents, while Section B contained 15 content mastery statements focusing on anxiety constructs. The instrument’s reliability coefficient was found to be 0.85, 0.84, and 0.86, respectively, using Cronbach Alpha formula. The data collected were analyzed using descriptive statistics such as Percentages (%), bar charts, Mean, and Standard Deviation to address the research questions, while inferential statistics, including linear and multiple regressions analysis, were employed to test the hypotheses at a significance level of 0.05. The findings indicated that the level of anxiety among out-of-field Biology teachers fell within the mean range of highly anxious. Furthermore, a significant relationship was observed between the predictor (content mastery) and the criterion variable (pedagogical content knowledge). As a recommendation, the study suggests that teaching in senior secondary schools should be professionalized comprehensively to eliminate unqualified practices, ensuring efficiency and effectiveness in the field.

The Influence of Out-of-Field Secondary School Biology Teachers’ Content Mastery and Classroom Management Anxiety on Pedagogical Content Knowledge in Niger State, Nigeria.

Sharing is caring!