This study explores two variables (teachers’ pedagogical knowledge and students’ mathematical ability) as correlates of students’ achievement in basic tools for economic analysis concepts in Economics in Ibadan, Nigeria. It adopted the survey research design. Random sampling technique was used to select five schools from Ibadan North Local Government. Thirty students who are offering Economics were also selected randomly from each of the five schools selected for this study and likewise, a teacher from each of the five schools were also purposively selected to participate in the study because they are teaching Economics for the level concerned in this study. Instruments used were teachers’ pedagogical knowledge rating scale (r=0.71), students’ mathematical ability test (r=0.82) and basic tools for economic analysis concepts achievement test (r=0.76). Data were analysed using descriptive statistics and Pearson product moment correlation at 0.05 level of significance. The study revealed that students’ mathematical ability (r=0.63) had positive significant relationships with students’ achievement in basic tools for economic analysis concepts in Economics, while teachers’ pedagogical knowledge (r=0.09) did not. It recommended that student’s mathematical ability factor should be taken into cognisance for improved achievement in basic tools for economic analysis concepts in Economics
Oluwaseun Oyewole and Jane C. Iwuchukwu. Teacher’s Pedagogical Knowledge and Students’ Mathematical Ability as Correlates of Achievement in Economic Analysis Concepts in Economics Ibadan, Nigeria. International Journal of Arts and Social Sciences Education, 1 (1&2), 99-103.