Teachers’ Content Knowledge: Implications for Teaching Practices and Students’ Learning Outcomes

Year 2024, Volume: 7 Issue: 1, 1 - 13, 11.06.2024

Graceful Onovughe Ofodu , Folasade Esther Jımola

https://doi.org/10.35207/later.1427141

Abstract

Content knowledge is one of Shulman’s teacher knowledge. In no small
measure, content knowledge promotes learning and contributes to
students’ learning outcomes. The knowledge of what to teach is a key
requirement for effective teaching. This paper assesses the subject matter
knowledge that Literature-in-English teachers possess and reveals subject
content areas where they exhibit high mastery. This paper examines
whether teachers’ content knowledge could predict students’ achievement
in and attitude to Literature-in-English. The study is a descriptive research
of the survey type. Data were collected through four research instruments:
a classroom observation scale, a classroom content knowledge checklist, a
self-constructed students’ questionnaire and an achievement test. Data
collected were analyzed using descriptive and inferential statistics. The
participants consisted of 632 students who were taught Literature-in-
English and 127 Literature-in-English teachers. Findings revealed that the
observable elements where mastery was shown are knowledge of elements
of literary works and literary appreciation skills. However, the study
showed that there is knowledge gap in language development and
knowledge of values. The findings show that teachers’ content knowledge
predicted students’ learning outcomes (achievement and attitude) in
Literature-in-English. The findings raised concerns about pedagogical
implications and recommendations for concerned education stakeholders.

Keywords

Content knowledge, Learning outcomes, Literature-in-English, Teaching practices

Ethical Statement

The authors declare that all citing principles and publication ethics were considered at each stage of the study.

Supporting Institution

None

Thanks

All the participants and research assistants who participated in the study are appreciated.

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