Teacher's Content Knowledge as Predictor of Students' Numerical Proficiency in Solving Physics Problems in Secondary schools

Abstract

The study investigated the correlation between teachers' content knowledge and students' proficiency in
numerical problem-solving within the realm of physics at the secondary school level. The research was
structured around a defined objective, a central research question, and a formulated hypothesis. A
correlational survey research design was utilized for this investigation. Conducted in the Onitsha Education
Zone of Anambra State, the research encompassed a sample of 61 physics teachers (4 males and 57 females)
and 6,348 SS2 students from 32 public secondary schools during the 2022/2023 academic year. A total of
220 participants were selected through a multi-stage sampling method, which included 20 teachers (4 male
and 16 female) and 200 physics students. Data collection was carried out using two validated instruments:
the Physics Teachers' Content Knowledge Test (PTCKT) and the Physics Students' Numerical Proficiency
Test (PSNPT), both of which received validation from three experts. The reliability of the assessments was
determined using the Kendall coefficient of concordance, resulting in reliability coefficients of 0.80 for the
PTCKT and 0.81 for the PSNPT. The researcher, assisted by five research aides, administered the tests. Data
analysis was performed using simple linear regression for the research question and one-way analysis of
variance (ANOVA) for the hypothesis. The findings revealed that teachers' characteristics, particularly
their content knowledge (R2=21.3%), are significant predictors of students' numerical proficiency in
solving physics-related problems. Consequently, it is recommended that teacher training institutions
emphasize the proper acquisition and mastery of content knowledge for all future educators before their
graduation.