Teachers’ Pedagogical Content Knowledge, Self-Efficacy, and Students’ Learning Outcomes in Junior Secondary School Basic Science in Southwestern Nigeria

The study examined the joint influence of teachers’ pedagogical content knowledge (PCK) and self-efficacy on students’ learning outcomes in Junior Secondary School Basic Science in Southwestern Nigeria. The aim was to provide empirical evidence on the role of effective PCK and self-efficacy in improving students’ academic achievement and attitudes in Basic Science. A descriptive survey research design was adopted. The study population comprised 1,642 Basic Science teachers and 158,679 Junior Secondary School II (JSS 2) students in Southwestern Nigeria. A multistage sampling procedure yielded 27 Basic Science teachers and 850 JSS 2 students across three states. Four instruments were used: Basic Science Teachers’ Pedagogical Content Knowledge Rating Scale (BSTPECKRS), Basic Science Teachers’ Self-Efficacy Rating Scale (BSTSERS), Basic Science Achievement Test (BSAT), and Students’ Attitude to Basic Science Questionnaire (SABSQ). Data were analyzed using descriptive and inferential statistics.

Findings revealed that teachers had a moderate level of PCK (x? = 147.85, SD = 12.98, 82.1% of maximum score). Results further showed a significant joint influence of teachers’ PCK and self-efficacy on students’ academic achievement in Basic Science (F(2, 847) = 109.032; p < 0.05) and on students’ attitude towards Basic Science (F(2, 847) = 10.076; p < 0.05).

The study concluded that Basic Science teachers in Southwestern Nigeria possess substantial PCK and self-efficacy, which significantly and positively influence students’ attitudes and academic achievement.