@article{education201861015,
author={{Mapulanga, Thumah and Chituta, David},
title={Evaluating Secondary School Biology Teachers¡¯ Pedagogical Content Knowledge and Grade 10 Learners¡¯ Understanding of Respiration: Case of Chipata District, Zambia},
journal={American Journal of Educational Research},
volume={6},
number={10},
pages={1438--1444},
year={2018},
url={http://pubs.sciepub.com/education/6/10/15},
issn={2327-6150},
abstract={This study evaluated Secondary School Biology Teachers¡¯ Pedagogical Content Knowledge (PCK) and Grade 10 learners¡¯ understanding of Respiration. This was on the premise that effective PCK could help to improve learners¡¯ conceptual understanding of respiration. However, there is a lack of empirical evidence backing the relationship between PCK and students¡¯ understanding of respiration concepts. A total of 11 teachers and 84 grade 10 learners were drawn from six schools in Chipata district, Zambia. The teachers¡¯ PCK was measured from lesson plans, lesson planning interviews and learners¡¯ questionnaires while students¡¯ understanding of respiration was measured using the Respiration Content Test. Quantitative data were analysed using SPSS by computing means, standard deviations, <i>t</i>-tests, and <i>F-</i>tests while lesson planning interviews were audio recorded and transcribed verbatim for further qualitative analysis. The results showed that the teachers demonstrated good pedagogical knowledge (<i>M</i> = 3.30, <i>SD</i> = 1.31) and content knowledge (<i>M</i> = 3.32, <i>SD</i> = 1.00) although their knowledge of students was poor (<i>M</i> = 2.05, <i>SD</i> = 1.20). The learners have a positive perception of teachers¡¯ PCK although males have a higher positive perception that teachers meet their learning needs (<i>M </i>= 3.948, <i>SD</i> = 0.697) than females (<i>M</i> = 3.542, <i>SD</i> = 0.213);<i> t</i>(54) = 3.742, <i>p</i>&lt; 0.001. Learners¡¯ knowledge of respiration is good (<i>M</i> = 61.81%, <i>SD</i> = 37.74) although they generally had difficulties answering questions of higher order demand. The findings imply that teachers of biology need to consider learners¡¯ prior knowledge and learning difficulties in their lessons in order to provide inclusive and equitable quality education. Policymakers and administrators should reinforce training programs aimed at enriching in-service teachers¡¯ PCK. Future studies need to show how specific teaching methods can be used to help students overcome their learning difficulties and misconceptions about respiration.},
doi={10.12691/education-6-10-15}
publisher={Science and Education Publishing}
}