Years of Teaching Experience as Predictor of Knowledge of Instructional Strategies and Knowledge of Subject Matter of Biology Teachers in Secondary Schools in Anambra State

Umeanolue; Lilian Eberechukwu; Prof. J. N. Okoli; Dr. Chris O. Obialor

doi:10.56201/ijee.v10.no3.Sept.2024.pg526.535

📄 Download Paper

Years of Teaching Experience as Predictor of Knowledge of Instructional Strategies and Knowledge of Subject Matter of Biology Teachers in Secondary Schools in Anambra State

Umeanolue, Lilian Eberechukwu, Prof. J. N. Okoli and Dr. Chris O. Obialor

Abstract

This study investigated years of teaching experience as predictor of knowledge of instructional strategies and knowledge of subject matter of biology teachers in secondary schools in Anambra State. Two research questions were answered in the study and two null hypotheses were tested at 0.5 level of significance. The study adopted a correlational research design specifically. Population of the study consisted of 129 biology teachers from the 61 government owned secondary schools in Awka Education Zone of Anambra State. Biology Pedagogical Content Knowledge Questionnaire’ was used to collect data. The instruments for data collection were validated by two experts. Crombach Alpha was employed for the reliability of the instrument and reliability coefficient of 0.89 was obtained for the instrument. Data was collected with the aid of research assistants who were biology classroom teachers. Research questions were answered using multiple regressions while the hypotheses were tested also with multiple regressions at 0.05 level of significance. Findings from the study revealed that years of teaching experience predicts biology teachers’ subject matter knowledge, and instructional strategies knowledge. The findings further revealed among others that there was a significant relationship between years of teaching experience and biology teachers’ subject matter knowledge. The study concluded that years of teaching experience should be considered in recruitment exercises so as to promote subject matter knowledge as well as knowledge of the instructional strategies in biology. Based on the findings, it was recommended among others that, since teaching experience predicts biology teachers’ knowledge of instructional strategies, more time should be allotted to Biology classes, in order to ensure varieties of teaching methods and strategies are deployed to teaching and improving academic achievements in Biology. Keynote: Years of teaching experience, knowledge of instructional strate

References

Abimbola, I. O. & Abidoye, F. O. (2018). Effect of qualification and experience of biology teachers on the status of ecology teaching in Kwara State. Journal of Education and Practice, 4(24), 149-15. Adedoyin, O. O. (2011). The Impact of teachers in- depth pedagogical mathematical content knowledge on academic performance: As perceived by Botswana junior secondary School Pupils. European Journal of educational studies, 3(2), 201-220. Anastasia, A. (2015). Pre-Service and experienced biology teachers' global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 1-29. Anastasia, J. (2015). Assessing the predictors of content and pedagogical knowledge of fitness instructors in the Greater Accra Region of Ghana. Journal of Education and Practice, 7(5), 1-6. Asiyai, N. (2018). Pedagogical content knowledge: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272. Hornby, A. S. (2010). Oxford advanced learning dictionary. New York: Oxford University Press. Lamidi, W., Oyelekan, I. O. & Olorundare, H. (2015). Factors affecting the teaching and learning of biology in Kolokuma/Opokuma Local Government Area, Bayelsa State, Nigeria. International Journal of Current Research in Biosciences and Plant Biology, 2(4), 151-156. Obialor (2018). The place of science education in national development and factors affecting its effectiveness, management, society and development. A Festschrift in Honour, Prof. J O Ogbuaju, Mni (1), 319-331. Obialor, V. & Ezenwabuchili, B. (2021). Teachers attitude and gender factors as determinant of puplis' performance in primary science. African Research Review: An International Vol 10. No. 3 September 2024 Multidisciplinary Journal, 3(1), 20-29. Okigbo, H. & Okoli, B. (2016). Between idealism and pragmatism: A case study of student teachers Pedagogical development. Teaching and Teacher Education, 20, 693-711. Omotayo, M. B. (2014). Reflection of a school teacher. Lagos: Tusanmi Publication. Owusu-Fordjour, C., Koomson, C. K., Twumasi, S. A., Baidoo, M. A., Lumor, P. D., Mensah, N. & Konadu, E. (2022). Pedagogical content knowledge of integrated science teachers and its impact on their instructional practice. American Journal of Educational Research, 10(7), 439-443. Owusu-Fordjour, et al (2022). Challenging pre-service teachers mathematical understanding: The case of division by zero. School Science and Mathematics, 106(2), 84-97. Samuel, A., Okonkwo, C. & Egolum, D. (2022). Investigating teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD. Teachers Registration Council of Nigeria (2010). Teacher professionalism: The role of Teachers Registration Council of Nigeria. University Press. Tebabal, M. & Kahssay, T. (2021). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in science Teaching, 41, 370-391.

Years of Teaching Experience as Predictor of Knowledge of Instructional Strategies and Knowledge of Subject Matter of Biology Teachers in Secondary Schools in Anambra State

Abstract

References

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION