Impact of Teacher- Pedagogical- Content- Knowledge on Achievement in Biology Concept among Secondary School Students in Jigawa State, Nigeria.

This paper investigated the Impact of Teacher- Pedagogical- Content- Knowledge on Achievement in Biology Concept among Secondary School Students in Jigawa State, Nigeria. An ex-post facto research design was adopted for the study. The population of the study was 3,045 students and 38 biology teachers spreads across the fifteen public science and technical senior secondary schools in Jigawa state while a sample of 443 students and 38 Biology teachers were selected as sample using systematic and census sampling technique respectively. Two measuring instruments were used for data collection namely; Teacher Pedagogical Content Knowledge Observation Schedule (TPCKOS) and Biology Achievement Test (BAT), the instruments were validated by six experts. The reliability of the instruments was found to be 0.91 for the Teacher Pedagogical Content Knowledge Observation Schedule and 0.77 for Biology Achievement Test. The data collected were analyzed using simple percentages, mean and standard deviations to answer the research questions while ANOVA was used to test the research hypothesis at 0.05 level of significance. The results from the analysis revealed that there is significant difference in the academic achievement among senior secondary students based on their Biology Teachers level of pedagogical content knowledge. It concluded that the higher the teacher pedagogical content knowledge the higher will be the students academic achievement. The study recommended that State Ministry of Education, Science and Technology should organize regular workshops, seminars, conferences and lectures on teacher content knowledge and pedagogies for secondary school Biology teachers to improve their competence in applying method that will fit a particular topic in Biology for better students’ academic achievement.