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Union: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 2339224X     EISSN : 25793209     DOI : https://doi.org/10.30738/union
Core Subject : Education,
Education Mathematics
Union: Jurnal Ilmiah Pendidikan Matematika is a peer-reviewed open access journal published three times in a year (March, July, and November). Union: Jurnal Ilmiah Pendidikan Matematika provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. The scope of Union is Mathematics Education which includes, but is not limited to the following topics: Mathematics Ability, Mathematics Learning Model, Mathematics Learning Media, Curriculum Development, Assessment and Evaluation, Didactical Design Research (DDR), Realistic Mathematics Education (RME), Ethnomathematics, Research and Development (RnD), PISA Task.
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Search results for , issue "Vol 3 No 4 (2025)" : 1 Documents clear
Modelling the influence of teachers’ knowledge and student-teacher relationship on students’ perceived achievement in trigonometry Aabeyir, Boniface; Boateng, Francis; Bonyah, Ebenezer; Amoah-Mensah, John
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 3 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

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Abstract

This paper investigated the effects of teachers’ subject matter knowledge, pedagogical content knowledge and student-teacher relationship on students’ perceived achievement in trigonometry. The paper also investigated the indirect effect of pedagogical content knowledge on students’ perceived mathematics achievement through subject matter knowledge. A six-point Likert scale questionnaire was used to collect data on teachers’ subject matter knowledge, pedagogical content knowledge, student-teacher relationship and students’ perceived achievement in trigonometry. Stratified sampling technique was used to select five schools in the Bekwai Municipality, comprising three public schools and two private schools. In all, 460 students were sampled. Partial least squares structural equation modelling was used to develop a model indicating the direct relationships between student-teacher relationship, teachers’ subject matter knowledge, pedagogical content knowledge and students’ perceived achievement in trigonometry. The results indicated that student-teacher relationship had no significant influence on students’ perceived achievement in trigonometry. However, both subject matter knowledge and pedagogical content knowledge significantly and positively influence students’ perceived achievement in trigonometry. It was also established that pedagogical content knowledge partially mediated the relationship between teachers’ subject matter knowledge and students’ perceived mathematics achievement. The study concludes that teachers’ subject matter knowledge and pedagogical content knowledge significantly enhance students’ perceived achievement in trigonometry, while student-teacher relationship shows no significant impact. The study shows that teacher content and pedagogical knowledge significantly impact students’ perceived trigonometry achievement, highlighting key areas for teacher development. It is recommended that stakeholders in education such as Ministry of Education, Ghana Education Service, teacher unions and heads of secondary schools should frequently organize workshops/seminars for mathematics teachers to improve upon their mastery of the subject matter knowledge including trigonometry. Seminars on mathematics teachers’ professional development should be tailored toward equipping teachers with the requisite pedagogical skills in trigonometry.

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