Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 2 (2017)
ASSESSMENT OF SUBJECT KNOWLEDGE PEDAGOGICAL COMPETENCIES DEMONSTRATED BY BUSINESS STUDIES TEACHERS IN ANAMBRA STATE
Ile, C. M
Department of Technology and Vocational Education, Faculty of Education Nnamdi Azikiwe University, Awka
Nwosu, N. A
Anambra State Polytechnic, Mgbakwu
This study assessed the subject knowledge pedagogical competencies demonstrated by
business studies teachers in Anambra State. One purpose and corresponding research
question guided the study and one null hypothesis was tested at 0.05 level of
significance. Related literature were reviewed which exposed the need for the study.
Descriptive survey research design was adopted using a population of 512 vice
principals and heads of business studies. The study adopted a stratified random
sampling technique with a sample size of 154 (77 vice principals academics and 77
heads of business studies department). A validated five point rating scale
questionnaire containing six items was used for data collection. Cronbach Alpha was
used to establish the reliability of the instrument. The reliability index obtained was
r= 0.68. Data collected were analyzed using mean, standard deviation and t-test.
Statistical Package for Social Sciences (SPSS) was used to analyze the data. The
result showed that business studies teachers demonstrated subject knowledge
pedagogical competencies to a high extent. The result also showed that vice principal
(academics) and heads of business studies department did not differ significantly in
their mean ratings on the extent business studies teachers demonstrated subject
knowledge competencies. Based on the findings, it was concluded that the use of
student centered pedagogical competence is a powerful innovation in the teaching
and learning of business studies which are best suited to imparting business
understanding and skills. The researcher recommended, among others, that principals
should monitor the implementation of teachers’ instructional roles to ensure that they
prepare their lesson notes in line with the curriculum objectives and deliver them in
conformity with the allotted time range.
business studies teachers in Anambra State. One purpose and corresponding research
question guided the study and one null hypothesis was tested at 0.05 level of
significance. Related literature were reviewed which exposed the need for the study.
Descriptive survey research design was adopted using a population of 512 vice
principals and heads of business studies. The study adopted a stratified random
sampling technique with a sample size of 154 (77 vice principals academics and 77
heads of business studies department). A validated five point rating scale
questionnaire containing six items was used for data collection. Cronbach Alpha was
used to establish the reliability of the instrument. The reliability index obtained was
r= 0.68. Data collected were analyzed using mean, standard deviation and t-test.
Statistical Package for Social Sciences (SPSS) was used to analyze the data. The
result showed that business studies teachers demonstrated subject knowledge
pedagogical competencies to a high extent. The result also showed that vice principal
(academics) and heads of business studies department did not differ significantly in
their mean ratings on the extent business studies teachers demonstrated subject
knowledge competencies. Based on the findings, it was concluded that the use of
student centered pedagogical competence is a powerful innovation in the teaching
and learning of business studies which are best suited to imparting business
understanding and skills. The researcher recommended, among others, that principals
should monitor the implementation of teachers’ instructional roles to ensure that they
prepare their lesson notes in line with the curriculum objectives and deliver them in
conformity with the allotted time range.
Akhyak, R., Idrus, M. & Bakar, Y. A. (2013). Implementation of teachers pedagogy
competence to optimizing learners development in public primary school in
Indonesia. International Journal of Education and Research, 1 (9), 1-10.
Darling-Hammond, L. & Baratz-Snowden, J. (2005). A good teacher in every
classroom. USA: Jossey Bass.
Djamaroh, S. B. (2008). Guru dan Anak didik Dalam Interaksi Edukativ. Jakarta:
Rineka Cipta.
Ehiametalor, E. T., Osu-Nwifo K. O., Makeri-Yahaya, G. I. & Oladunjoye, E. (2009).
Junior Secondary School Business Studies 1. Lagos: West African Book
Publisher Ltd.
Federal Republic of Nigeria (2014). National policy on education. Abuja: Nigerian
Educational Research and Development Council.
Hamilton-Ekeke, J. (2013). Conceptual framework of teachers‘ competence in
relation to students‘ academic achievement. International Journal of Networks
and Systems, 2 (3), 15-20.
Kpolovie, P. J. (2012). Education reforms without evaluation designs: Nigeria at
risk. Owerri: Spring Field Publishers Ltd.
Liakopoulou, M. (2011). The professional competence of teachers: which qualities,
attitudes, skills and knowledge contribute to a teacher‘s effectiveness?
International Journal of Humanities and Social Science, 1 (21), 66-78.
Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001).
Documenting science teachers' pedagogical content knowledge through
papers. Research in Science Education, 31(2), 289-307.
Madhavaram, S. & Laverie, D. A. (2010). Developing pedagogical competence:
Issues and implications for marketing education. Journal of Marketing
Education, 30 (10), 2-10.
Mahmood, T., Ahmed, M. & Iqbal, M. T. (2013). Assessing the pedagogical
competences of teacher educators in the teacher education institution of
Pakistan. Academic Journal of Interdisciplinary Studies, 2 (1), 403-416.
Okolocha, C. C. & Onyeneke, E. N. (2013). Secondary school principals‘ perception
of business studies teachers‘ teaching effectiveness in Anambra state. Nigeria
Journal of Education and Practice, 4(2), 171-179.
Telu, J. & Ekeke, H. (2013). Conceptual framework of teachers‘ competence in
relation to students‘ academic achievement. International Journal of Networks
and Systems, 2 (3), 15-20.
Udiyono, K. (2011). Influence of professional competence and opt in forums
scientific and professional development against teacher performance.
Magistra, 76 (23), 234-245
competence to optimizing learners development in public primary school in
Indonesia. International Journal of Education and Research, 1 (9), 1-10.
Darling-Hammond, L. & Baratz-Snowden, J. (2005). A good teacher in every
classroom. USA: Jossey Bass.
Djamaroh, S. B. (2008). Guru dan Anak didik Dalam Interaksi Edukativ. Jakarta:
Rineka Cipta.
Ehiametalor, E. T., Osu-Nwifo K. O., Makeri-Yahaya, G. I. & Oladunjoye, E. (2009).
Junior Secondary School Business Studies 1. Lagos: West African Book
Publisher Ltd.
Federal Republic of Nigeria (2014). National policy on education. Abuja: Nigerian
Educational Research and Development Council.
Hamilton-Ekeke, J. (2013). Conceptual framework of teachers‘ competence in
relation to students‘ academic achievement. International Journal of Networks
and Systems, 2 (3), 15-20.
Kpolovie, P. J. (2012). Education reforms without evaluation designs: Nigeria at
risk. Owerri: Spring Field Publishers Ltd.
Liakopoulou, M. (2011). The professional competence of teachers: which qualities,
attitudes, skills and knowledge contribute to a teacher‘s effectiveness?
International Journal of Humanities and Social Science, 1 (21), 66-78.
Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001).
Documenting science teachers' pedagogical content knowledge through
papers. Research in Science Education, 31(2), 289-307.
Madhavaram, S. & Laverie, D. A. (2010). Developing pedagogical competence:
Issues and implications for marketing education. Journal of Marketing
Education, 30 (10), 2-10.
Mahmood, T., Ahmed, M. & Iqbal, M. T. (2013). Assessing the pedagogical
competences of teacher educators in the teacher education institution of
Pakistan. Academic Journal of Interdisciplinary Studies, 2 (1), 403-416.
Okolocha, C. C. & Onyeneke, E. N. (2013). Secondary school principals‘ perception
of business studies teachers‘ teaching effectiveness in Anambra state. Nigeria
Journal of Education and Practice, 4(2), 171-179.
Telu, J. & Ekeke, H. (2013). Conceptual framework of teachers‘ competence in
relation to students‘ academic achievement. International Journal of Networks
and Systems, 2 (3), 15-20.
Udiyono, K. (2011). Influence of professional competence and opt in forums
scientific and professional development against teacher performance.
Magistra, 76 (23), 234-245