Effects Of Teachers’ Pedagogical Content Knowledge And Mother Tongue Instruction On Students’ Mathematical Achievement In The Ashanti Region

Abstract

The study looked at how the mathematics achievement of pupils was affected by instructors' use of the PCK and mother language teaching. Two experimental classes and one control class were selected from St. Joseph SHTS and Oppong Memorial SHS, respectively. The first experimental class received instruction only in the mother tongue (Twi), whereas the second experimental class received instruction in Twi as a supplement. The t-test was used to statistically examine the outcomes of the pretest and posttest. Additionally, 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 used to statistically examine the collected data. According to the results, Twi as a supplemental medium of instruction was found to be effective in raising students' mathematics achievement, while Twi as the only language of instruction and English as the only language of instruction were both ineffective. As part of the findings, teachers PCK had direct positive effects on both students’ mathematics achievement and mother-tongue as a supplementary instruction. Also, mother-tongue as an extra instruction mediated partially on the relationship between teachers PCK and students’ mathematical achievement. Keywords: mother tongue instruction, teachers’ PCK and students’ mathematics achievement.