Abstract
Despite multiple studies in the past, seeking to assess the determinants of students’ achievement in mathematics, less attention has been paid to the simultaneous role of classroom management (CM), mastery-oriented instructions, and teacher pedagogical content knowledge (PCK). This study, therefore, looked at the mediation effects of mastery-oriented instructions and CM in the relationship between teacher PCK and students’ mathematics achievement. The study was a survey and quantitative. A simple random sampling approach was used to select 401 senior high school students from five schools in the Kumasi Metropolis. A structural equation model was used in analyzing the effect of the relationship between the variables. It was concluded that teacher PCK had a significant relationship with students’ mathematics achievement. It also had a significant effect on mastery-oriented instructions and CM. It was revealed that both teacher PCK and CM did not mediate the relationship between teachers’ PCK and students’ mathematics achievement.
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