Analysis of Pedagogical Content Knowledge in Terms of Instructional Strategies of Science Teachers: A Quantitative Study

Abstract

Aim of the study: The study was conducted to analyze the pedagogical content knowledge in terms of instructional strategies of in-service science teachers inducted by federal directorate of education (FDE) by taking students’ perspective. The knowledge of instructional strategies was analyzed with respect to subject specific and topic specific instructional strategies used to teach Biology.

Methodology: By following quantitative approach, students’ perspective of their biology teachers’ knowledge of instructional strategies was taken. Population of the study comprised of 860 students. 270 pre-medical students of SSC I were selected through random sampling technique by using Morgan table. Data were collected through self-developed questionnaire instrument. Validity was confirmed by experts of the field and reliability was calculated by using Cronbach alpha. Value of 0.090 showed that questionnaire reliability was higher. Data were analyzed through frequencies, percentages, means and standard deviation.

Findings: Data analyzed showed that students had high perspective of their teachers regarding them pedagogical knowledge of instructional strategies used to teach subject and topics of particular subject. However, in case of subject specific instructional strategies, teachers and despite having knowledge of multiple strategies, failed to use them in classroom setting. Instead, they rely on traditional method i.e., lecture method to teach biology. Similarly, in topic specific instructional strategies, teachers failed to facilitate group discussion so that ideas might be exchanged among students.

Conclusion: The study concluded that in-service science teachers need training to facilitate flexible and practical use of both subject specific and topic specific instructional strategies in class.