Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Influence of Mathematics Teachers’ Pedagogical Content Knowledge on Students’ Interest and Academic Achievement in Kaduna State, Nigeria

Orji, N. O., Apochi, M. A. and Solomon James

Abstract

This study investigated the influence of mathematics teachers’ pedagogical content knowledge on students’ interest and academic achievement in mathematics in senior secondary schools in Kaduna State, Nigeria, with gender serving as a moderating variable. A correlational and ex-post facto research design was employed. From a population of 65,999 Senior Secondary School III students across 23 local government areas, a sample of 382 students was selected using stratified random sampling. Three research instruments were used: the Mathematics Teachers’ Pedagogical Content Knowledge Questionnaire , the Students’ Mathematics Interest Scale , and the Mathematics Achievement Chart . Data were analyzed using descriptive statistics, simple linear regression, and moderated multiple regression. The findings revealed that teachers’ PCK significantly influenced students’ interest and academic achievement in mathematics. Gender, however, did not significantly moderate these relationships. The study concludes that teachers’ mastery of both mathematical content and pedagogical approaches is crucial to enhancing learners’ motivation and achievement. It recommends the integration of PCK development in teacher education programs and continuous professional development initiatives targeted at mathematics teachers in Nigeria.

Keywords

Pedagogical Content Knowledgestudents’ interestacademic achievementmathematics educationgenderNigeria.

References

Ahmed, S. (2019). The relationship between teacher’s knowledge of subject matter and students’ academic achievement in senior secondary schools in Adamawa State, Nigeria. International Journal of Philosophy and Social-Psychological Sciences, 5(4), 1 – 4. Al-Saadi, F. (2024). Teacher knowledge and student outcomes in mathematics education. Journal of Educational Psychology, 118(2), 231–245. Arthur, A., Addo, J., & Annan, J. (2015). Interest and motivation as predictors of mathematics achievement among secondary students. International Journal of Education, 7(3), 45–59. Asanre, A., Sondlo, A. & Abiodun, T. (2024). Impact of interest and motivation on academic achievement of junior secondary school students in mathematics. J. Math. Instr. Soc. Res. Opin, 3(3), 275 – 284. Boadu, G., & Boateng, P. (2024). Teacher competence and academic performance in West African secondary schools. African Journal of Educational Studies, 19(1), 87–104. Cho, K., & Wai, P. (2018). Teachers’ pedagogical content knowledge and student learning outcomes in Myanmar. Asia-Pacific Journal of Education, 38(4), 512–530. Dikshit, V. T. (2022). Feminists’ perspectives on gender gap in education. International Journal for Multidisciplinary Research, 4(3), 24 – 35. Frommelt, R., Schiefele, U., & Lazarides, R. (2023). The role of interest and motivation in mathematics engagement. Learning and Instruction, 85, 101–115. Ganley, C., & Lubienski, S. (2016). Gender differences in mathematics achievement: A sociocultural perspective. Educational Research Review, 9, 1–23. Gbadamosi, T. V. & Salaudeen, A. T. (2020). Teachers’ professional development as predictor of students’ academic achievement in social studies in Ibadan Metropolis. 40 – 53. Hernández, I. (2021). The teacher as a social transformer. Retrieved on 1/4/25 from https://www.academia.edu/81850841/The_Teacher_as_a_Social_Transformer Ibrahim, A. (2025). Impact of teacher- pedagogical- content- knowledge on achievement in biology concept among secondary school students in Jigawa state, Nigeria. Zamfara International Journal of Education, 5(1), 208 – 213. Jega, S. H. & Bashir, K. (2018). The relationship between teachers’ variables and students’ achievement and interest in mathematics in Kebbi state. International Journal of Education and Evaluation, 4(3), 29 – 44. Jeya, D., & Ramakrishnan, K. (2019). Pedagogical content knowledge and academic achievement of teacher trainees. Indian Journal of Educational Research, 14(2), 58–70 Lazarides, R., & Rubach, C. (2017). Motivational processes in mathematics classrooms: A longitudinal study. Contemporary Educational Psychology, 50, 204–214 Moh’d, S. S., Uwamahoro, J., Joachim, N. & Orodho, J. A. (2021). Assessing the level of secondary mathematics teachers’ pedagogical content knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 17(6), em1970 Norton, J. (2019). Pedagogical content knowledge and effective teaching in mathematics. Teaching and Teacher Education, 82, 90–104. Oguguo, B., Ejembi, S., & Nnaji, A. (2025). Appraisal of the interaction effects of two forms of assessment for learning techniques on student's achievement and retention in mathematics. Retrieved from https://onlinelibrary.wiley .com/doi/10.1111/ssm.18359 Olasehinde-Williams, F., Yahaya, L. & Owolabi, H. (2018). Teachers’ knowledge indices as predictors of secondary school students’ academic achievement in Kwara State, Nigeria. IAFOR Journal of Education, 6(1), 73 – 90. IJEE IJEE www.ijee.io Olorunsola, E. (2019). Teachers’ pedagogical competence and student academic performance in Ekiti State. Nigerian Journal of Educational Research, 18(1), 44–59. Onipede, J. A., Liadi, A. I., Otemuyiwa, A. A., & Amuda, R. (2025). Teacher pedagogical content knowledge and practical skills competence as determinants of students’ performance in biology. Journal of Effective Teaching Methods, 3(1), 78 – 86. Peters-George, L. (2021). Mathematical knowledge for teaching and student achievement: Evidence from the Caribbean. International Journal of Mathematics Education, 32(1), 27–49. Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. Routledge. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION