Analyzing pedagogical content knowledge of algebra using confirmatory factor analysis

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study was conducted to analyze pedagogical content knowledge of secondary school teachers. A total of 254 mathematics school teachers from various secondary schools in Negeri Sembilan were randomly selected to participate in the study. A set of multiple choice questions were given to teachers during the data collection process. The questions were developed by the researcher. Confirmatory Factor Analysis (CFA) was used to validate the instrument. A good model fit was found for measurement model of pedagogical content knowledge using several fit index tests including CMINDF, GFI, CFI, TLI, and RMSEA. The findings revealed that the subject content knowledge and knowledge of students has a stronger covariance value than the subject content knowledge and knowledge of pedagogy and a stronger covariance between knowledge of students and knowledge of pedagogy. Teachers should be able to recognize their type of knowledge, particularly pedagogical content knowledge to transfer their knowledge effectively to the students.

Original languageEnglish
Pages (from-to)249-253
Number of pages5
JournalIndian Journal of Science and Technology
Volume7
Issue number3
Publication statusPublished - 2014

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factor analysis
teacher
secondary school teacher
student
knowledge transfer
secondary school
mathematics
school
Values

Keywords

  • Algebra
  • Mathematics teachers
  • Quadratic function
  • Secondary school teaching
  • Students' knowledge

ASJC Scopus subject areas

  • General

Cite this

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title = "Analyzing pedagogical content knowledge of algebra using confirmatory factor analysis",
abstract = "This study was conducted to analyze pedagogical content knowledge of secondary school teachers. A total of 254 mathematics school teachers from various secondary schools in Negeri Sembilan were randomly selected to participate in the study. A set of multiple choice questions were given to teachers during the data collection process. The questions were developed by the researcher. Confirmatory Factor Analysis (CFA) was used to validate the instrument. A good model fit was found for measurement model of pedagogical content knowledge using several fit index tests including CMINDF, GFI, CFI, TLI, and RMSEA. The findings revealed that the subject content knowledge and knowledge of students has a stronger covariance value than the subject content knowledge and knowledge of pedagogy and a stronger covariance between knowledge of students and knowledge of pedagogy. Teachers should be able to recognize their type of knowledge, particularly pedagogical content knowledge to transfer their knowledge effectively to the students.",
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AB - This study was conducted to analyze pedagogical content knowledge of secondary school teachers. A total of 254 mathematics school teachers from various secondary schools in Negeri Sembilan were randomly selected to participate in the study. A set of multiple choice questions were given to teachers during the data collection process. The questions were developed by the researcher. Confirmatory Factor Analysis (CFA) was used to validate the instrument. A good model fit was found for measurement model of pedagogical content knowledge using several fit index tests including CMINDF, GFI, CFI, TLI, and RMSEA. The findings revealed that the subject content knowledge and knowledge of students has a stronger covariance value than the subject content knowledge and knowledge of pedagogy and a stronger covariance between knowledge of students and knowledge of pedagogy. Teachers should be able to recognize their type of knowledge, particularly pedagogical content knowledge to transfer their knowledge effectively to the students.

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