Assessment of Pedagogical Content Knowledge of Math Teachers: Basis for Professional Development Program

Abstract

This study aimed to evaluate the pedagogical content knowledge of mathematics teachers and its relationship to students’ achievement level and to develop a Professional Development Program that will further enhance their content knowledge and pedagogical skills in teaching Mathematics. The respondents of the study were 365 Grade 10 students, 26 Grade 10 Mathematics teachers and 14 Math Coordinators including the Head Teachers and School Heads whose specialization is Mathematics in the Schools Division of Lipa City. The Pedagogical Content Knowledge (PCK) was measured in terms of Learning Competencies, Content Knowledge and Teaching Approaches of Mathematics mentors/teachers. The study utilized two sets of research instrument, one is for Grade 10 students to determine their achievement level and the other one is for mathematics mentors to determine their level of competence on PCK. Out of 14 national high schools 5 or 36% of them achieved an MPS equivalent to Moving Towards Mastery level, and 8 or 57% of them got an MPS matching to Average Mastery level. Unfortunately, only one school obtained an MPS corresponding to Low Mastery level. Pedagogical Content Knowledge of Math Mentors in terms of Learning Competencies obtained an overall mean score of 3.29, interpreted as Expert, Learning Competencies on the following areas, such as:(a) Measurement and Sequence having the highest average rating of 3.5; (b) Polynomials and Polynomial Functions; and (c) Circles and Plane Geometry obtaining a weighted mean of 3.35 and 3.37, respectively, had obtained an overall rating equivalent to Expert. Only in Probability and Statistics that teachers were rated 2.95 equivalent to Experienced. In term of Content Knowledge, all content areas such as: (a) Measurement, Sequence and Number Sense; (b) Geometry; (c) Patterns and Algebra; and (d) Probability and Statistics were given rating equivalent to Experience with an overall mean of 2.85. In terms of Teaching Approaches, math mentors had an overall mean score of 2.57 which described the teachers as Experienced. On the following teaching approaches: (a) Reflective; (b) Collaborative; and (c) Constructivist, mentors were rated Experienced. On the other hand, mentors were rated equivalent to Developing on Inquiry-Based and Integrative Approaches. More so, there was no significant difference between the PCK rating of teachers and administrators in terms of Learning Competencies and Content Knowledge. However; there was a significant difference on the rating of two groups of respondents in terms of Teaching Approaches. On the other hand, there was a significant relationship on the PCK of Mathematics teachers and student’s achievement level. PCK has vital contribution to quality teaching which means the higher teacher’s pedagogical content knowledge; the higher student achievement level is expected. As a result, a proposed Professional Development Program was developed to equip teachers with necessary skills to enhance their content knowledge and pedagogical skills in teaching Mathematics.