- : Ms Word Format
- : Pages
- : ₦3000
- : 1-5 Chapters
- Click to DOWNLOAD Materials
PEDAGOGICAL CONTENT KNOWLEDGE IN OUR SCHOOLS AMONG STUDENTS IN INSTITUTIONS OF LEARNING IN ANAMBRA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a brief overview of a study conducted to investigate the level of Pedagogical Content Knowledge (PCK) among students in institutions of learning in Anambra State. PCK refers to the specialized knowledge that teachers possess, which integrates both subject matter knowledge and knowledge of effective teaching strategies.
The study aimed to examine the current state of PCK among students in Anambra State schools and identify potential areas for improvement. A mixed-methods research design was employed, consisting of quantitative surveys and qualitative interviews. The sample for the study consisted of students from different grade levels and various schools in Anambra State.
The quantitative data was collected through a structured survey questionnaire, which assessed students’ perceptions of their teachers’ PCK, the effectiveness of instructional strategies used, and the integration of subject matter knowledge into teaching practices. The qualitative data was gathered through in-depth interviews with selected students, providing a deeper understanding of their experiences and perspectives on PCK in their schools.
Preliminary findings indicate that while some students perceived their teachers to possess adequate PCK, others felt that there was room for improvement. Students highlighted the importance of teachers having a strong command of subject matter knowledge, using appropriate teaching methods, and effectively addressing students’ diverse learning needs.
The study also revealed that students valued teachers who integrated real-world examples and practical applications into their lessons, fostering deeper understanding and engagement. However, some students expressed concerns about the limited use of technology and lack of innovative teaching approaches in their classrooms.
Based on the findings, this study recommends the implementation of professional development programs for teachers in Anambra State, focusing on enhancing their PCK. These programs could include subject-specific workshops, mentoring support, and opportunities for collaborative lesson planning and reflection.
Overall, this study sheds light on the current state of PCK among students in Anambra State schools and provides valuable insights for policymakers, school administrators, and teachers to improve instructional practices. By strengthening PCK, educators can enhance students’ learning experiences, promote critical thinking, and facilitate meaningful knowledge acquisition in the classroom.
PEDAGOGICAL CONTENT KNOWLEDGE IN OUR SCHOOLS AMONG STUDENTS IN INSTITUTIONS OF LEARNING IN ANAMBRA STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
