Abstract
AbstractMathematics achievement in senior high schools (SHS) in Ghana is not encouraging and this has become a concern for major stakeholders. Several studies have been conducted to provide information to understand the issue of poor mathematics achievement. Of all the studies, areas regarding the joint influence of experience, pedagogical content knowledge (PCK) and subject matter knowledge (SMK) have been less explored in Ghana. In this study, the interplay among these variables is examined in an attempt to explain the variances in students’ mathematics achievement. To achieve this purpose, 210 SHS teachers and 8,400 students in SHS across the country were surveyed and subsequently administered tasks on algebra taking into consideration the variables of interest. The study revealed that teacher knowledge and teaching experience significantly influenced students’ mathematics achievement. It was discovered that PCK had a significant indirect effect on students’ mathematics achievement through teachers’ SMK. The findings also showed that experience did not significantly moderate the relationship between teachers’ SMK and students’ mathematics achievement. The study, based on the outcome, made conclusions and recommendations for practice. Suggestions for the implementation of future studies were also highlighted.
Highlights
Mathematics achievement in senior high schools (SHS) in Ghana is not encouraging and this has become a concern for major stakeholders
The outcome of this study has highlighted the essence of teachers knowledge, pedagogical content knowledge (PCK), and years of teaching experience in solving the crisis in mathematics achievement of students
Teachers are the major agent in the school setting and are required to gain adequate pedagogical knowledge on how to assist learners with different abilities to gain mastery in mathematics
Summary
Abstract: Mathematics achievement in senior high schools (SHS) in Ghana is not encouraging and this has become a concern for major stakeholders. Areas regarding the joint influence of experience, pedagogical content knowledge (PCK) and subject matter knowledge (SMK) have been less explored in Ghana. The interplay among these variables is examined in an attempt to explain the variances in students’ mathematics achievement. To achieve this purpose, 210 SHS teachers and 8,400 students in SHS across the country were surveyed and subsequently administered tasks on algebra taking into consideration the variables of interest. The study revealed that teacher knowledge and teaching experience significantly influenced students’ mathematics achievement. The findings showed that experience did not significantly moderate the relationship between teachers’ SMK and students’ mathematics achievement. Suggestions for the implementation of future studies were highlighted
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
