Al-Hikmah University Journal

Teachers are the most important factor in students’ learning, yet little is known about the specialized knowledge held by experienced teachers in recent years.  Conceptualizing teachers’ content knowledge is a complex issue that involves understanding key underlying phenomena such as the process of teaching and learning the concept of knowledge as well as the way teachers knowledge is put into action in the classroom hence this study tagged Assessment of Teachers’ Content Knowledge on the Teaching of Keyboarding in Polytechnics in North East, Nigeria.  The study adopted a survey design.  two research questions and a null hypothesis guided this study.  The population of the study was 22 lecturers and 600 students’ scores in keyboarding for three academic sessions from 2017/2018, 2018/2019, and 2019/2020, from Ramat Polytechnic, Maiduguri, Borno State and Federal Polytechnic, Bala, Taraba State.  The population comprised of 10 lecturers, 50 ND 1 and ND 2 students’ scores each in OTM programme, Ramat Polytechnic and 12 lecturers, 50 ND 1 and ND 2 students’ each in OTM programme from Federal Polytechnic, Bala.  The population also served as sample because of its manageable size.  The 50 students’ scores each of ND 1 and ND 2 from both institutions were randomly chosen.  The instrument for data collection was a closed-end questionnaire.  The drafted 29 items was given to three experts for content and face validity.  The reliability of the instrument was determined using Cronbach Alpha with a coefficient value of 0.86.  The data collected were analyzed using Mean and Standard Deviation.  T-test was used to test the only null hypothesis at 0.05 level of significant.  The findings amongst others recommended  that teachers’ content knowledge had positive influenced on the effective teaching and learning of keyboarding.