Relationship of Teacher’s Content Knowledge on Fraction Topic Toward Student Performance

Abstract

The aim of this study was to describe the relationship between teacher content knowledge and student performance in Fraction. This study used the mixed method that provided Content Knowledge test for fifteen teachers who taught the seventh class. The test consists of multiple choices to measure facts and procedures, knowledge of concepts and relationships, and knowledge of generalization. The study was divided into two phase, Quantitative phase and Qualitative phase. The Quantitative phase, teachers were mapped in two different levels, low and high based on score of Content Knowledge test. Two samples were classified into low level and high level. Furthermore, two groups/classes of the teacher samples were analyzed using Chi-Square test to investigate the relationship between teachers and student performance. The Qualitative phase of the study were included into three stages: (1) teacher interview, and (2) Student Problem solving, (3) description of the relationship of teacher’s content knowledge and student learning performance. The results of the study showed that the Teachers content knowledge in Fraction were affected to student performance, in addition, there were also similarities in the pattern of student performance tests on fraction and the teacher’s answers based on the results of the CK test.