The Relationship Between Grade 11 Students’ Achievement in Trigonometric Functions and Their Teachers’ Content Knowledge

Authors

  • Ugorji I. Ogbonnaya Department of Maths, Science & Technology Education Tshwane University of Technology, South Africa
  • David Mogari Institute for Science & Technology Education University of South Africa

Abstract

The study investigates the relationship between grade 11 students’ achievement in trigonometric functions and their teachers ‘content knowledge of trigonometric functions. The aim was to know if students’ poor achievement in trigonometric functions was as a result of teachers’ lack of content knowledge of the topic. All participants wrote the same cognitive test that was aligned with the relevant curriculum. Pearson product moment index showed a statistically significant relationship between student achievement and teacher content knowledge and linear regression analysis indicated that 76.8 % of the variation in the student achievement is explained by teacher content knowledge. The study affirms the importance of teacher content knowledge in student learning.

DOI: 10.5901/mjss.2014.v5n4p443

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Published

2014-03-06

Issue

Vol. 5 No. 4 (2014): March 2014

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

The Relationship Between Grade 11 Students’ Achievement in Trigonometric Functions and Their Teachers’ Content Knowledge. (2014). Mediterranean Journal of Social Sciences, 5(4), 443. https://www.richtmann.org/journal/index.php/mjss/article/view/2233