Teachers’ Pedagogical Skills as Predictor of Students’ Academic Achievement in Senior Secondary School Chemistry in Adamawa State, Nigeria

This research looked at the link between instructors’ pedagogical qualities and students’ academic achievement in Chemistry at senior secondary schools in Adamawa State, Nigeria. The study addressed particular topics and assessed hypotheses using a 0.05 significance level. Using a correlational design, the research included 35,525 SS II students and 834 Chemistry professors, with 420 individuals chosen by multistage selection. Data were gathered using the Teachers’ Pedagogical Skills Questionnaire (TPQ), which was derived from Ozdemir’s work, as well as a student proforma. Experts in Physical Sciences Education validated the instrument, which demonstrated high reliability (Cronbach’s alpha = 0.86). The findings suggested that Chemistry professors had a moderate degree of pedagogical abilities, which had a substantial impact on students’ academic progress. Furthermore, instructors’ topic knowledge and instructional skills were significant determinants of student performance. Statistical study, including correlational approaches, confirmed these findings. The research emphasised how instructors’ skills and instructional strategies affect student achievement. To improve learning results, school administrators should maximise teachers’ potential by supporting professional development activities. Strengthening pedagogical abilities and topic understanding may result in a more effective learning environment for Chemistry students. This study emphasises the critical role that teachers play in student accomplishment and the necessity for continued investment in teacher training and development within Nigeria’s educational system. Keywords: Teachers, Chemistry, Education, Schools, Pedagogical skills.