Teachers’ Content Knowledge as a Predictor of Students’ Performance in Basic Science amidst Incessant Industrial Strikes in the Zaria Education Zone: Implications for Science, Technology, and Mathematics Education Development

Zainab Sulaiman

Abstract


This study examines the impact of teachers' content knowledge on students' performance in Basic Science within the Zaria Education Zone, Kaduna State, Nigeria. The research focuses on the relationship between students' frequent industrial strikes affecting Science, Technology, and Mathematics Education (STME) and the skills of Basic Science teachers as predictors of students' performance. The study utilized a correlational ex-post facto design, with a sample of 373 students and 50 teachers from 14 randomly selected coeducational schools. Key instruments used for data collection included the Content Knowledge (CK) test and the Basic Science Performance Test (BSPT), which were validated with reliability coefficients of 0.81, 0.85, and 0.79, respectively. Two research objectives, questions, and hypotheses guided the study. The main hypothesis tested whether there is a significant relationship between students' industrial strikes and teachers' skills as predictors of student performance in Basic Science. The findings revealed a significant relationship, indicating that students' industrial strikes and teachers' skills significantly predict student performance. The study recommends regular assessments of this relationship to improve Basic Science education outcomes.


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