Authors : ANOH, Josephine Ngozi; OYEKANMI, Olawale Oyemade

Volume/Issue : Volume 6 - 2021, Issue 4 - April

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Abstract : The type of instructional strategy adopted by biology teachers is a contributory factor influencing students’ perception of biology teaching using a blend of pedagogical knowledge, as well as other bases of the teacher’s potential to facilitate students’ understanding, skill acquisition, application of the knowledge gained in solving problems as well as improving students’ perception of biology teaching. Thus, the pedagogical content perception of biology teaching. This study adopted quasi-experimental design using 2 x 2 factorial matrix of pre-test, post-test and control group with two treatments of PCK and traditional method as the control. A sample of 618 students in Senior Secondary School II comprising 290 students (%=46.93) in the science group with 328 (%=53.07) in the non-science group. Data was collected using research instrument titled Students’ Perception of Biology Teaching Questionnaire (SPBTQ) and one instructional strategy contained in Pedagogical Content Knowledge (PCK) Instructional Package for teachers (PCKIPT). Data was analysed using Analysis of Covariance (ANCOVA). Hence, significant main effects of treatment on students’ perception of biology teaching. PCK instructional strategy was found to be far better than the traditional method while gender had no significant effect on students’ perception of biology teaching. PCK instructional strategy significantly improves students’ perception of biology teaching. Therefore, biology student centred strategies’ such as PCK Instructional strategy in enhancing students’ perception of biology teaching and learning.

Keywords : Pedagogical Content Knowledge (PCK), Students’ Perception, Biology Teaching Gender.