Relationship Between Science Teachers’ Subject Knowledge and Student Academic Outcomes in Ekiti State

This study examined the relationship between Science teachers' subject matter knowledge and student academic outcomes in public secondary schools in Ekiti State, Nigeria. Pedagogical content knowledge is widely established as foundational to effective teaching; however, the specific contribution of teachers' science content mastery to measurable student outcomes in the South West Nigerian context warrants direct empirical investigation. A descriptive correlational design was adopted. The sample included 160 Science teachers and 640 corresponding students from secondary schools across Ekiti Central, Ekiti North, and Ekiti South senatorial zones. A Teacher Science Knowledge Assessment Tool covering Biology, Chemistry, and Physics concepts at the secondary level was administered alongside a Student Achievement Proforma drawing data from the most recent terminal examination. Expert validation and reliability testing yielded a coefficient of 0.81. Pearson's correlation and simple linear regression were used to analyse relationships. Results indicated a significant positive relationship between teacher science content knowledge scores and corresponding student examination performance. The relationship was strongest in Chemistry, moderate in Physics, and weakest in Biology. Recommendations included introduction of mandatory annual content knowledge assessments for all serving Science teachers, targeted remedial content training, and stronger linkage between teacher knowledge evaluation and professional advancement. Keywords: subject knowledge, teacher effectiveness, student achievement, Ekiti State, science education.