Physics Teacher’s Pedagogical Competency and Years of Experience as Predictors of Students’ Numerical Proficiency in Solving Physics Problems

Abstract

The research examined the relationship between teachers' pedagogical competencies, years of experience and students' abilities in numerical problem-solving within the context of physics. The study was guided by a specific objective, two research questions, and two hypotheses. A correlational survey research design was employed. Conducted in the Onitsha Education Zone of Anambra State, the study involved a population of 61 physics teachers (4 males and 57 females) and 6,348 SS2 students across 32 public secondary schools during the 2022/2023 academic year. A sample of 220 participants, consisting of 20 teachers and 200 physics students, was selected using a multi-stage sampling technique. Data collection utilized two instruments: the Physics Teachers’ Pedagogical Competency Rating Scale (PTPCRS) and the Physics Students’ Numerical Proficiency Test (PSNPT), both of which were validated by three experts. The reliabilities of the scoring was assessed using the Kendall coefficient of concordance, yielding reliability indices of 0.79 for the PTPCRS and 0.81 for the PSNPT. The researcher, along with five research assistants, administered the instruments. The data collected were analyzed using simple linear regression for the research question and one-way analysis of variance (ANOVA) for the hypothesis. The results indicated that teachers' characteristics, specifically pedagogical competency (R² = 54.6%), significantly predict students' numerical proficiency in solving physics problems. Also, it was found that teacher’s years of experience moderate the predictability of teacher’s pedagogical competence on students’ numerical proficiency in solving physics problems. Based on these findings, it was recommended that teacher training institutions prioritize the development of essential pedagogical skills for all prospective teachers prior to graduation.