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

Year 2024, , 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.

References

• Adediwura, A. A. & Bada, T. (2007). Perception of teachers’ knowledge, attitude and teaching skills as predictor of academic performance in Nigerian secondary schools. Educational Research and Review, 2(7), 165-171.
• Adegbola, F. F. (2018). Teachers’ characteristics and pedagogical competence as determinants of students’ learning outcomes in Basic Science in Southwest, Nigeria. (Unpublished thesis dissertation) Department of Science Education, Ekiti State University, Ado-Ekiti.
• Aydin, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish Case. Educational Sciences: Theory and Practice, 12(1), 497-505.
• Ariel, L. R. (2021). Content knowledge and pedagogical skills of teacher and its relationship with learner’s academic performance in learning English. International Journal of Educational Science and Research, 11(1), 11-16.
• Carnoy, M. & Arends, F. (2012). Explaining mathematics achievement gains in Botswana and South Africa. Prospects, 4(2), 453-468.
• Duff, A., & Maley, A. (1990). Literature. Oxford University Press.
• Ekiti State Ministry of Education and Technology (2017). Analysis of WAEC result. Ado-Ekiti: Planning. Research and Statistics Department.
• Fakeye, D. O. (2012). Teachers’ qualification and subject mastery as predictors of achievement in English Language in Ibarapapa Division of Oyo State. Global Journal of Human Social Science, 12(3), 1-6.
• Garvey, J. (1996). Subject knowledge content in primary initial teacher education courses in design and technology - a discussion paper. The Journal of Design and Technology Education, 1(3), 268- 273.
• Ghazi, S. R., & Shahzada, G., Shah, M.T. & Shauib, M. (2013). Teacher’s professional competencies in knowledge of subject matter at secondary level in Southern Districts of Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(2).
• Hattie, J. A. C. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hill, H. C., Rowan, B., & Ball, D. B. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
• Holvio, A. (2022). Impact of teacher content knowledge on student achievement in a low-income country. The United Nations University World Institute for Development Economics Research, 1-23. https://doi.org/10.35188/UNU-WIDER/2022/154-9
• Kennedy, M. (1990). A survey of recent literature on teachers’ subject matter knowledge. National Center for Research on Teacher Education, 90(3).
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Lappan, G. (1999). Knowing what we teach and teaching what we know. National Council of Teachers of Mathematics News Bulletin. https://www.nctm.org/News-and-Calendar/Messages-from-the- President/Archive/Glenda-Lappan/Knowing-What-We-Teach-and-Teaching-What-We- Know/#:~:text=Our%20own%20content%20knowledge%20affects,and% 20to%20ask%20 good%20questions
• Metzler, J., & Woessmann, L. (2012). The impact of teacher subject knowledge on student achievement: evidence from within-teacher within-student variation. Journal of Development Economics, 99(2), 486-496. https://doi.org/10.1016/j.jdeveco.2012.06.002
• Mpofu, N. (2016). Exploring beginner teachers’ knowledge in the teaching of Literature in English [Unpublished Doctoral Dissertation]. University of Pretoria.
• Nigerian Educational Research and Development Council (NERDC) (2009). Federal Ministry of Education. Senior secondary school curriculum. Literature in English for Senior Secondary Schools 1-3.
• Okoh, N. (2012). Of synergies: linking literature, language and English in Nigeria. Inaugural lecture series. No. 97. http://www.uniport.edu.ng/files/Inaugural%20 Lectures/97th%20Inaugural%20Lecture_2012%20by%20Prof %20Nkem%20Okoh.pdf
• Olowoyeye, C., Abioye C., & Alonge, S. (2014). Impact of teachers’ subject mastery and questioning behaviour on students’ performance in English Language in selected senior secondary schools in Ikere Metropolis. Research on Humanities and Social Sciences, 4(14).
• Omonije, A. S., & Obadiora, A. J. (2018) Contributions of teachers’ qualification and content knowledge to Economics students’ academic performance in Akure South Local Government Area of Ondo State. International Journal of Educational Research and Information Science, 5(2), 15-20.
• Opara, I. M., Magnus-Arewa, E. A., & Nwaukwu, C. (2017). Predictors of students’ attitude towards Mathematics in Obio-Akpor Local Government Area of Rivers State, Nigeria. International Journal of Education, Learning and Development, 5(7), 73-85.
• Özden, M. (2008). The effect of content knowledge on pedagogical content knowledge: the case of teaching phases of matters. Educational Sciences: Theory & Practice, 8(2), 633-645.
• Pawners Paper (2022). Literary appreciation: Definition, elements, approaches, stages, importance. https://www.pawnerspaper.com/2022/05/literary-appreciation-what-is-literary.html
• Sedau, E. A. (2004). Exploring vocabulary difficulty in English Literature classroom and solutions: an action research. Project submitted to Centre for Language Studies; Universiti Malaysia Sarawak, i-15. http://ir.unimas.my/id/eprint/3441
• Sehgal C. A., & Standish, A. (eds.) (2021). What should schools teach? Disciplines, subjects and the pursuit of truth. 2nd ed. UCL Press. https://doi.org/10.14324/111.9781787358744
• Shepherd, D. L. (2013). The impact of teacher subject knowledge on learner performance in South Africa: A within-pupil across-subject approach. Paper presented at the International Workshop on Applied Economics of Education, Italy, 23rd-25th June; 1-32.
• Shulman, L., & Grossman, P. (1988) Knowledge growth in teaching: A final report to the Spencer Foundation. Stanford University.
• Simuchimba, J. (2016). Factors contributing to poor performance of grade 12 learners at the national examination in Literature in English in secondary schools of Kafue District, Zambia. [Unpublished Master Thesis] Lusaka: UNZA.
• Udu, T. T. (2017). Difficult topics and achievement in English language: The perception of senior secondary school students and teachers in Makurdi Township, Benue State, Nigeria. European Journal of English Language Teaching, 2(2), 54-74. https://doi.org/10.5281/zenodo.495361