TEACHERS’ PEDAGOGICAL PRACTICES AND SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN NORTHERN GEOPOLITICAL ZONE, TARABA STATE, NIGERIA.
Keywords:
Pedagogy, Pedagogical Practice, Social Pedagogy. Critical Pedagogy, Culturally Responsive Pedagogy. Socratic Pedagogy, Teacher-Centered Pedagogy. Learner-Centered Pedagogy, Learning-Centered Pedagogy, Achievement and Gender.Abstract
This study investigated the teachers’ pedagogical practices and secondary school students’ academic achievement in chemistry in Northern geopolitical zone, Taraba State, Nigeria. The study used correlational research design, two research questions and two hypotheses guided the study. The population for the study was 42,960 (84 chemistry teachers and 42,876 students). The sample size for the study was 1,029 (24 chemistry teachers and 1005 students). Multistage sampling technique was used. Two instruments used in the study are Pedagogical Practices Observation Schedule (PPOS) and Chemistry Achievement Test (CAT) with reliability index of 0.94 and 0.72 respectively. Data for the study were analyzed using Statistical Package for Social Science (SPSS) version 23. The research questions were answered using descriptive statistics of mean and standard deviation and the research hypotheses were tested using regression analysis and analysis of variance ANOVA. The findings of the study revealed a statistically significant relationship between the pedagogical practices of secondary school chemistry teachers and student academic achievement with private schools associated with higher performance. A weak and non-significant negative correlation between teacher gender and students’ achievement was revealed.
