SENIOR HIGH SCHOOL STUDENT PERCEPTION OF MATHEMATICS TEACHER PEDAGOGICAL CONTENT KNOWLEDGE

Abstract

The goal of the study was to find out student perception of teacher Pedagogical Content Knowledge (PCK) at senior high schools in the Central Tongu District of the Volta Region, Ghana. The research design adopted for this study was a mixed-method research design. Four research questions guided this study. A total of 450 Senior High School (SHS) students in Forms Two and Three of the two senior high schools in the Central Tongu District of the Volta Region, in the 2019/2020 academic year participated in the study. The data were gathered via a questionnaire adopted from Jang et al., (2009) and a semi-structured interview. Subject Matter Knowledge (SMK), Instructional Representation and Strategies (IRS), Instructional Objective and Context (IOC), and Knowledge of Student Understanding (KSU) purveyed the PCK. To address the research questions, mean and standard deviation were used. Findings showed that the overall student perception of teacher pedagogical content knowledge for teaching Mathematics was positive. The fact that the mean rating of the students over IRS, IOC and KSU were all less than that of SMK showed that the teachers were more knowledgeable in terms of content than in the delivery of instructions which has more effect on the student achievement in Mathematics. It was recommended among others that Mathematics teachers should pay attention to their SMK because the student perception of teacher SMK could impact their learning of the subject.