Assessment of Pedagogical and Content Competence on Physics Curriculum Implementation among Secondary School Teachers in Imo State, Nigeria

UNAMMA, Donald Ikenna; ADENIYI, Michael Adeduyigbe

doi:10.64348/zije.2026582

Authors

UNAMMA, Donald Ikenna Author
ADENIYI, Michael Adeduyigbe Author

DOI:

https://doi.org/10.64348/zije.2026582

Abstract

This study examined Physics teachers’ pedagogical and content competence and determined whether these competences differed according to years of teaching experience and academic qualification. A descriptive survey research design was adopted. The study involved 56 Physics teachers selected using convenience sampling. Data were collected using a researcher-developed instrument titled the Physics Teachers’ Competence Questionnaire (PTCQ). The instrument had Cronbach’s alpha reliability coefficients of 0.89 for the Pedagogical Competence Scale, 0.92 for the Content Competence Scale, and 0.94 for the entire instrument. The data were analyzed using frequencies, percentages, means, standard deviations, and one-way analysis of variance (ANOVA) at the 0.05 level of significance. The findings showed that Physics teachers reported a high level of pedagogical competence (weighted mean = 3.47) and content competence (weighted mean = 3.40). There was no significant difference in pedagogical competence based on years of teaching experience, F_{(3, 52)} = 1.416, p = .249, or in content competence based on years of teaching experience, F_{(3, 52)} = 0.284, p = .837. Similarly, academic qualification did not significantly influence teachers’ overall competence, F_{(4, 51)} = 2.286, p = .073. The study concludes that the teachers reported a high-level pedagogical and content competence in implementing the Physics curriculum, while years of teaching experience and academic qualification did not significantly differentiate their reported competence. Continuous professional development is recommended to strengthen teachers’ competence, particularly in ICT integration and the explanation of abstract Physics concepts and quantitative problem-solving.

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