Correlation between Teachers' Pedagogical Knowledge and Performance in Mathematics among Secondary School Students in Kogi State, Nigeria

Abstract The study investigated Correlation between Teachers’ Pedagogical Knowledge and Performance in Mathematics among Secondary School Students in Kogi State, Nigeria. The study was a survey research of the correlational type and sample consisted of twelve mathematics teachers and three hundred (300) SS II Mathematics students during the 2023/2024 academic session in Kogi central senatorial zone selected by stratified random sampling techniques from ten (10) senior secondary schools in five (5) local government areas of Kogi Central Senatorial zone. Two research questions and two null hypotheses were raised and formulated respectively to direct the study. Mathematics Teachers’ Pedagogical Knowledge Assessment Rating Form (MTPKARF) was used to collect data with respect to Teachers’ Pedagogical Knowledge while students’ scores from end of school term examination of the classes taught by the observed mathematics teachers were collected from documentary source in the sampled schools with respect to their academic performance. Data collected were analyzed using regression and multiple regression analysis. The result indicated that: There was significant relationship: between Teachers’ Pedagogical Knowledge and Academic Performance of students in Mathematics and between Teachers’ Pedagogical Knowledge and male and female Students’ Academic Performance in Mathematics. Based on the research findings, it was concluded among others that Teachers’ Pedagogical Knowledge relate directly with and predict students’ academic performance. It is recommended among others that the three tier of government in Nigeria should employ qualified mathematics teachers with required education background to teach mathematics in senior secondary schools. Keywords: Pedagogical Knowledge, Teachers’ Pedagogical Knowledge, Student’s Academic Performance and Mathematics.