international journal of philosophy and social-psychological sciences
The Relationship between Teacher’s Knowledge of Subject Matter and Students’ Academic Achievement in Senior Secondary Schools in Adamawa State, Nigeria
This study investigated on the relationship between teacher’s knowledge of subject matter and students’ academic achievements in economics in senior secondary schools in Adamawa state, Nigeria. The study was set to achieve certain an objectives, research questions and hypotheses, the researcher adopted this study will adopt a descriptive survey design; the area of the study is Adamawa State. The population of the study is 5465 comprising of 337 principals 5128 teachers in all the public secondary schools within the five education zones of Adamawa state. The sample size of 73 principals and 372 teachers’ in both selected zone is determined by Taro Yamane formula for finite population from the selected zones. The instrument was questionnaire on teacher’s knowledge of subject matter and a profroma for student academic achievement results from selected schools from 2015-2018 WASSCE that is WAEC results. The instrument was validated by four Senor Lecturers. A reliability coefficient of 0.83 was obtained using Cronbach Alpha Method. The data was collected through the administration of the questionnaires. The descriptive statistics such as mean and standard deviation was used to answer the research questions. While inferential statistics such as multiple correlations were used to test the null hypothesis. The hypothesis was tested at 0.05 level of significance. the result of the finding revealed that hypothesis tested at 0.05 level of significance was rejected and it was concluded that teachers’ knowledge of the subject matter contribute to secondary school students’ academic achievement in senior secondary schools in Adamawa state.