Correlation Between Pedagogical Content Knowledge and Attitudes towards Inquiry-Based Learning on Science Teaching Effectiveness among Pre-service Teachers in Niger State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026427Keywords:
Pedagogical Content Knowledge, Inquiry-Based Learning, Teaching Effectiveness, Pre-service TeachersAbstract
In order to produce science literate citizens, science must be taught and effectively taught in schools. Unfortunately, quality of science teaching continues to be an area of concern within the Nigerian education system. This study investigated how pedagogical content knowledge (PCK) and attitudes towards inquiry-based learning (IBL) predict science teaching effectiveness among pre-service science teachers in Niger State, Nigeria. The study employed a correlational research design. A sample of 100 final year pre-service science teachers was randomly selected from two Colleges of Education in Niger State. Data were collected using three instruments which were validated: the Pedagogical Content Knowledge Questionnaire (PCKQ), Attitudes towards Inquiry-Based Learning Scale (AIBLS), and Science Teaching Effectiveness Scale (STES) with a Cronbach alpha coefficient ranging from 0.78 to 0.88. Data were analysed using simple linear regression and multiple linear regression analysis with 0.05 level of significance. Significant positive correlation was found between PCK and science teaching effectiveness (r=.541, p<.05) and also between attitudes towards IBL and science teaching effectiveness (r=.495, p<.05). Multiple regression analysis shows that PCK and attitudes toward IBL together predicted 41.3% variance in the predictor of science teaching effectiveness F(2,97)=34.218, p<.05). The variables are found to be stronger predictors of science teaching effectiveness in order: PCK (r=.441), attitude towards IBL (r=.341). The study recommends that teaching subject specific pedagogies as well as providing pre-service teachers with practical exposure to inquiry-based learning would best prepare pre-service science teachers in Niger State Colleges of Education for effective science teaching.
References
Abiodun, S., & ODUALI, O. G. (2026). Influence of Innovative Pedagogical Approaches (IPA) on Academic Achievement of Pre-Service Mathematics Teachers in Colleges of Education in Oyo State. Journal of Vocational, Informatics and Computer Education, 132-140. DOI: https://doi.org/10.66053/voice.v4i1.370
Adam, S., Umar, M., Musa, F., Haruna, H. O., Mohammed, M. K., Daniel, A. O., & Jibril, I. L. (2025). Digital Literacy and Technological Pedagogical Content Knowledge as Predictors of Pre-Service Science Teachers’ Readiness For 21st Century Instruction in Kwara State, Nigeria. UMYU Journal of Educational Research, 13(2), 36-44. DOI: https://doi.org/10.70886/ujer.25132.005
Aina, J. K., Abdulrahman, A. O., Olanipekun, S. S., & Olaoye, O. T. (2021). Nigerian higher education research and the challenges of sustainable development. American Journal of Creative Education, 4(1), 1-9. DOI: https://doi.org/10.20448/815.41.1.9
Ashiwere, I. O., Imong, A. O., Inah, R. A., Obi, M. B., & Asu, P. A. (2024). Teachers’ TPACK and Pedagogic Knowledge as Predictor of Acquisition of Science Process Skills in Biology among Senior Secondary School Students in Adamawa State, Nigeria. The Researcher’s Journal: A Journal of Contemporary Educational Research, 1(1), 21-41.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Borg, S. (2015). Teacher cognition and language education: Research and practice. Continuum.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
Green, S. B. (1991). How many subjects does it take to do a regression analysis? Multivariate Behavioral Research, 26(3), 499–510. DOI: https://doi.org/10.1207/s15327906mbr2603_7
Kind, V. (2019). Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge. International Journal of Science Education, 41(7), 911-943. DOI: https://doi.org/10.1080/09500693.2017.1311049
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht: Springer Netherlands. DOI: https://doi.org/10.1007/0-306-47217-1_4
Mapulanga, T., & Jita, L. C. (2025). A Systematic Review of Studies Using the Topic-Specific Pedagogical Content Knowledge Framework in Science Education. Education Sciences, 15(11), 1417. DOI: https://doi.org/10.3390/educsci15111417
National Research Council, Board on Science Education, & Committee on a Conceptual Framework for New K-12 Science Education Standards. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. national academies press.
Nunnally, J., & Bernstein, I. (1994). Psychometric Theory 3rd edition (MacGraw-Hill, New York).
Ogegbo, A. A. (2021). Relationships between High School Teachers’ Understanding and their Reported Practices of Inquiry-based Pedagogy in Science Classrooms in Nigeria. African Journal of Research in Mathematics, Science and Technology Education, 25(2), 125-136. DOI: https://doi.org/10.1080/18117295.2021.1965790
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. DOI: https://doi.org/10.3102/0013189X015002004
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yilmaz, Y. Ö., & Sahin, M. (2025). Enhancing Science Teaching Efficacy of Pre-Service Preschool Teachers through Inquiry-Based Science Course. Journal of Baltic Science Education, 24(4), 670-683. DOI: https://doi.org/10.33225/jbse/25.24.670
Zoupidis, A., Tselfes, V., & Kariotoglou, P. (2023). Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods. International Journal of Early Years Education, 31(3), 738-752. DOI: https://doi.org/10.1080/09669760.2021.1890552
