Research Article

Roles of Classroom Management and Mastery-Oriented Instructions on Relationship Between Pedagogical Content Knowledge and Mathematics Achievement

Raphael Owusu 1 * , Dorothy Abayeta Awuni 1 , Yarhands Dissou Arthur 1 , Joseph Frank Gordon 1
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1 Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 3(2), July 2022, ep22016, https://doi.org/10.30935/conmaths/12340
Submitted: 29 May 2022, Published: 11 August 2022
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ABSTRACT

Despite multiple studies in the past, seeking to assess the determinants of students’ achievement in mathematics, less attention has been paid to the simultaneous role of classroom management (CM), mastery-oriented instructions, and teacher pedagogical content knowledge (PCK). This study, therefore, looked at the mediation effects of mastery-oriented instructions and CM in the relationship between teacher PCK and students’ mathematics achievement. The study was a survey and quantitative. A simple random sampling approach was used to select 401 senior high school students from five schools in the Kumasi Metropolis. A structural equation model was used in analyzing the effect of the relationship between the variables. It was concluded that teacher PCK had a significant relationship with students’ mathematics achievement. It also had a significant effect on mastery-oriented instructions and CM. It was revealed that both teacher PCK and CM did not mediate the relationship between teachers’ PCK and students’ mathematics achievement.
Keywords: classroom management, mastery-oriented instructions, pedagogical content knowledge, mathematics achievement

CITATION (APA)

Owusu, R., Awuni, D. A., Arthur, Y. D., & Gordon, J. F. (2022). Roles of Classroom Management and Mastery-Oriented Instructions on Relationship Between Pedagogical Content Knowledge and Mathematics Achievement. Contemporary Mathematics and Science Education, 3(2), ep22016. https://doi.org/10.30935/conmaths/12340

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