EFFECTS OF TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND MOTHER TONGUE INSTRUCTION ON STUDENTS’ MATHEMATICAL ACHIEVEMENT IN THE ASHANTI REGION
Author:
Fuseini Abdul-Ganiyu*, Benjamin Adu Obeng, Bright Asare, Yarhands Dissou Arthur
This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
The study looked at how the mathematics achievement of pupils was affected by instructors’ PCK and mother tongue as an additional teaching. 248 mathematics instructors from the Ashanti region’s 37 public secondary schools were chosen at random. The instructors’ responses to the structured questions served as the source of the data. A structural equation model (SEM) was employed to statistically examine the collected data. According to the results, Twi as an additional medium of instruction was found to be effective in raising students’ mathematics achievement. As part of the findings, teachers PCK had direct positive effects on both students’ mathematics achievement and mother tongue as an additional instruction. Also, mother-tongue as an additional instruction mediated partially on the relationship between teachers’ PCK and students’ mathematical achievement.
| Pages | 80-86 |
| Year | 2024 |
| Issue | 2 |
| Volume | 2 |
