Teacher’s Pedagogical Content Knowledge in the Implementation of the History Syllabus and its Impact on Students’ Academic Performance in Secondary Schools in Fako and Wouri Divisions in Cameroon

This study sought to examine the extent to which the implementation of history syllabus influenced students’ academic performance in secondary schools in Fako and Wouri divisions in Cameroon. This study was to examine how teachers’ attitudes towards implementation of the history syllabus impact on students’ academic performance in history in secondary schools, and to investigate how teachers’ pedagogical content knowledge impact on students’ academic performance in history in secondary schools. The target population of the study was made up of 48295 students and 244 teachers. A sample size of 470 (165 teachers and 305) was drawn for the study. The sampling technique used for the study was purposive sampling technique. The design adopted for the study was a parallel convergent design. This made used of cross-sectional survey and correlational survey. The instruments used for the study were observation, interview and focus group discussion. Experts and key informants validated the instruments. The reliability coefficient was calculated using the Alpha Cronbarch; observation checklist was 0.856, on a scale of 0-1. The instruments were all reliable for the study. Methods of data analysis was descriptive statistics based on frequencies and percentages and inferential statistics in which person product moment correlation was used to test the hypothesis. The study findings reveal that history teachers have a negative attitude towards the implementation of the competency-based history syllabus as such affecting students’ academic performance negatively in secondary schools. Secondly, the findings revealed that teachers’ use of pedagogical content knowledge has a negative impact on students’ academic performance in history in secondary schools. Based on the findings, it was recommended that the Ministry of Secondary Education in Cameroon should empower secondary schools with the necessary facilities to facilitate the implementation of competency-based history curriculum to enhance students’ academic performance in secondary schools.