Correlation between Teachers' Pedagogical Competence and students' problem-solving skills in Mathematics among senior secondary schools in Bayelsa State, Nigeria

Abstract

This study investigated the relationship between teachers' pedagogical competence and students' problem-solving skills in Mathematics among senior secondary schools in Bayelsa State, Nigeria. A correlational survey research design was adopted. The population comprised 6,735 Senior Secondary II students in public secondary schools in Bayelsa State, from which a sample of 250 students was selected using the simple random sampling technique. Data were collected using a researcher-developed instrument titled Teachers' Pedagogical Competence and Mathematics Problem-Solving Skills Questionnaire (TPCMPSQ). The instrument was validated by experts in Mathematics Education and Measurement and Evaluation, while its reliability was established using Cronbach's Alpha, yielding an overall reliability coefficient of 0.84. Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test hypotheses at the 0.05 level of significance. The findings revealed significant relationships between teachers' instructional strategies, classroom management competence, assessment competence, communication competence, and students' problem-solving skills in Mathematics. The study concluded that teachers' pedagogical competence is a significant predictor of students' problem-solving skills in Mathematics. It was therefore recommended that educational stakeholders should strengthen continuous professional development programmes for Mathematics teachers to enhance their pedagogical competence and improve students' problem-solving abilities.