Assessment of the Impact of Teachers’ Pedagogical Content Knowledge and Self-efficacy on Senior High School Learners’ Mathematics Proficiency
DOI:
https://doi.org/10.58425/jetm.v3i2.288Keywords:
Pedagogy of teaching, teacher, self-efficacy, mathematics proficiency.Abstract
Aim: The purpose of this study was to provide insights into the specific ways in which teachers’ pedagogical content knowledge and self-efficacy impact the mathematics proficiency of senior high school students.
Methods: The study employed positivism quantitative research approach and a descriptive design. The study sample size was 178 comprising 152 Home Economics students and 26 mathematics teachers. The sample members were chosen for the study using purposive sampling technique. A questionnaire and a test of mathematical proficiency were used to gather data. In this work, a basic linear regression model and descriptive statistics were employed as data analysis tools.
Results: The study's findings indicate that teachers have a relatively high level of pedagogical content knowledge, with mean scores ranging from 2.88 to 3.69; 2). The study also discovered that teachers have a relatively high level of self-efficacy, with mean scores ranging from 2.88 to 3.69; 3). Additionally, the findings of the simple linear regression analysis did not show a significant correlation between the pedagogical content knowledge, self-efficacy, and students mathematics test performance.
Conclusion: The study concluded that teachers’ pedagogical content knowledge and self-efficacy have no significant impact on senior high school learners’ mathematics proficiency. This therefore implies that other elements, such as student background variables, school resources, or educational practices, may have a greater impact on students' mathematical success.
Recommendation: The study recommended that future studies use more complete measures of teacher dedication and other factors that may affect student outcomes to examine the association between teacher traits and student accomplishment in mathematics education.
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