August 22, 2025Open Access

Teachers’ Mathematical Content Knowledge and Pedagogical Skills in Relation to the Learners’ Mathematical Achievement in Cagdianao District, Dinagat Islands

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Authors

KSKhe May Sajelan AAAlcher J. ArpilledaSt. Paul University Philippines

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Implication

Quantitative analysis reveals no significant link between teachers’ content knowledge and students’ math achievement, suggesting the need for professional development.

Key Points

Teachers demonstrated high levels of content knowledge and pedagogical skills, yet technology-related skills were moderate.
Educational attainment was a significant factor influencing teachers’ content knowledge and pedagogical skills, affecting teaching effectiveness.
Data collected from 20 teachers and 326 students highlighted a lack of correlation between teacher knowledge and student performance in math.
The study emphasizes the necessity for ongoing professional development and training to boost teacher effectiveness and student outcomes.

Cite This Study

Sajelan et al. (2025) studied this question.

synapsesocial.com/papers/68af75277567bf4f94feed36 https://doi.org/10.69481/tmckps

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Implication

Quantitative analysis reveals no significant link between teachers’ content knowledge and students’ math achievement, suggesting the need for professional development.

Teachers’ Mathematical Content Knowledge and Pedagogical Skills in Relation to the Learners’ Mathematical Achievement in Cagdianao District, Dinagat Islands

Discussion

Member takes

Implication

Key Points

Cite This Study

Teachers’ Mathematical Content Knowledge and Pedagogical Skills in Relation to the Learners’ Mathematical Achievement in Cagdianao District, Dinagat Islands

Discussion

Member takes

Implication

Key Points

Cite This Study

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