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

Abstract

This study investigated the influence of mathematics teachers’ pedagogical content knowledge (PCK) 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 (MTPCKQ), the Students’ Mathematics Interest Scale (SMIS), and the Mathematics Achievement Chart (MAC). Data were analyzed using descriptive statistics, simple linear regression, and moderated Introduction 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.