Do Teachers’ Mathematical Knowledge for Teaching Matter on Pupils’ Achievement?

Exquil Bryan P. Aron^1, , Charita A. Luna¹ and Tito M. Mariquit¹

¹University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Exquil Bryan P. Aron, Charita A. Luna and Tito M. Mariquit. Do Teachers’ Mathematical Knowledge for Teaching Matter on Pupils’ Achievement?. American Journal of Educational Research. 2021; 9(3):113-116. doi: 10.12691/education-9-3-4

Abstract

This study investigated the influence of teachers’ Mathematical Knowledge for Teaching (MKT) on student’s achievement. It employed survey method to gather data from fifty (50) elementary teachers and one thousand eight hundred thirteen (1,813) pupils of the Department of Education-Division of Iligan City during the school year 2019-2020. The researcher made use of two (3) instruments: Mathematics Teacher Questionnaire, 25-item MKT two-tiered test and 25-item researcher-made elementary mathematics achievement test. MKT test and researcher-made achievement test have reliability coefficients of .774 and .701 respectively. The analysis of the data gathered revealed that the mathematics teachers were poor in the MKT and has no significant relationship with pupil’s mathematics achievement. Hence, the researchers recommend that educational leaders may redesign and reevaluate their in-service trainings to provide teachers with excellent professional development trainings, giving rewards and incentives to motivate teachers strengthen their subject content knowledge and appropriate pedagogy to improve student learning outcomes.

Keywords:
mathematical knowledge for teaching pupils achievement mathematics professional development in-service training

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