Perceived pedagogical content knowledge of teachers: Teachers classroom practices as correlates of students academic result

Pages: 50-55
Shambel Molla Bizuneh (Department of Psychology, College of Education and Behavioral Sciences, Bahir Dar University, Ethiopia)

The purpose of the study was investigating perceptions of teachers and students about teachers’ pedagogical content knowledge, teachers’ practices of PCK, and correlates of practicing PCK with academic result of students. This research was conducted based on mixed research design (descriptive survey & correlational) and quantitative research approach. 74 Teachers were comprehensively considered and 257 students were selected randomly as respondents of the study. Adapted questionnaires with a five likert scale were administered. Document review was also used to extract Students’ cumulative grade point average from the registrar. Data analysis was made by using standard deviations, arithmetic Means, independent t-test, and Pearson correlation and regression coefficients. The result indicated that there was no statistically significant mean difference between teachers self-rating and students rating on teachers’ classroom practices of PCK; all the constructs of PCK practices and students cumulative grade point average have statistically significant relationships. And last the cumulative effect of classroom practices of PCK was found to be with R-square=22.9 which accounts 22.9 % effect for students’ academic result. This paper argued that provision of continuous and transformative professional training, arranging workshops and subject specific rigorous supervision to teachers on their practices of PCK should be given priority to improve quality of teaching and effective learning.