Predictive Validity of Entry Level Mathematics on Mathematical Knowledge for Teaching Basic school Mathematics of Pre-service Teachers in Ghana
Abstract:
Introduction: Knowledge about teaching mathematics remains a contentious issue
in the preparation of pre-service teachers in Ghana. This study explored relationships among entry-level mathematical knowledge (ELMK), mathematics
content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) scores
of pre-service teachers in colleges of education (CoEs) in Ghana.
Methods: The cross-sectional survey design was adopted for this study. A total
of 998 pre-service teachers from
ten (10) public colleges of education were sampled via multi-stage sampling technique. Structured
questionnaire and unstructured observation schedule were used for the survey. College mathematics
test results were used as secondary data. The data
were analysed using descriptive statistics (frequency count, percentage) and inferential
statistics (Pearson’s correlation, paired-samples t-test and regression analysis) with the aid of Statistical Package for Social Sciences software version 22.
Results: The majority of pre-service teachers in Ghanaian colleges of education had
average but relatively weak grades in ELMCK. ELMCK did not significantly predict
pre-service teachers’ MCK statistically (p ≥ 0.05) although a statistically significant
positive correlation existed between the variables. Although a negative correlation
existed between ELMCK and PMCK, ELMCK significantly predicted pre-service teachers’
PMCK statistically (p ≤ 0.05) but the effect size was statistically negligible.
Conclusions: This study concluded that, CoEs in Ghana admit pre-service teachers
with average but weak grades in ELMK. Therefore, Ghanaian CoEs should structure and introduce PMCK alongside
MCK for pre-service teachers. Mathematics tutors in CoEs should organize remedial
lessons for pre-service teachers to scale-up their MCK and PMCK that adequately
equip them with MKT.
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