PEDAGOGICAL CONTENT KNOWLEDGE AND TEACHERS’ EFFECTIVE DELIVERY OF BIOLOGY IN SECONDARY SCHOOL IN OBIO-AKPOR LOCAL GOVERNMENT AREA.

Abstract

This study explores the crucial relationship between teachers’ Pedagogical Content Knowledge and their effective delivery of biology in secondary school in Obio-Akpor Local Government Area. A descriptive survey method was employed, utilizing a census approach with 11 biology teachers from 21 public senior secondary schools in Obio-Akpor Local Government Area, Rivers State, Nigeria. Data was collected through self-structured questionnaires, validated by experts and tested for reliability. The instrument was distributed directly to the respondents by the researcher. The study reveals that
professional development programs have a positive impact on teachers’ pedagogical Content knowledge, providing opportunities for staying updated, enhancing pedagogical content knowledge, and fostering collaboration. Additionally, a deep understanding of biology significantly contributes to effective
instructional delivery, enabling precise articulation, diverse instructional strategies, inquiry-based learning, real-world connections, and alignment with evolving standards. It was recommended that curriculum developers should incorporate courses focusing on in-depth biological understanding, and program administrators should collaborate to address the specific professional development needs of biology teachers. Furthermore, school principals should foster a culture that values ongoing professional development.