THE EFFECT OF TEACHER’S PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENT PERFORMANCE IN BIOLOGY (A CASE STUDY OF JAJERI SENIOR SECONDARY SCHOOL MAIDUGURI BORNO STATE)

This study aimed to assess the effect of teacher’s pedagogical content knowledge on student performance in biology at Jajeri senior secondary school Maiduguri Borno state. A survey research design was adopted, using a questionnaire to collect data from a sample of 100 students. Data were analyzed using frequency counts and percentage ranking. the discussion of these findings suggests that biology teachers possess strong pedagogical content knowledge, confidence, and competence, which are essential for effective teaching. These results align with the broader literature emphasizing the critical role of PCK in enhancing science education. Nonetheless, existing studies caution against overreliance on self-reported data and highlight the need for continuous professional development focusing on advanced aspects of PCK, such as diagnosing student misconceptions, linking abstract theories to real-world contexts, and employing diverse assessment strategies. Therefore, while the findings present an encouraging picture of teacher preparedness, they also underscore the importance of reflective practice, empirical evaluation, and ongoing professional learning to ensure that teachers’ confidence is matched by consistent and effective classroom performance. The following recommendations are proposed base on the findings of the objectives; Bridge Perception and Practice, Strengthen Assessment Competence, Promote Instructional Innovation, Promote Instructional Innovation