Business Management Teachers ‘Pedagogical Content Knowledge and Students’ Academic Performance in Business Management

Abstract

The purpose of this study was to examine Business Management (BM) teachers‟ PCK influence on students‟ academic performance in Business Management. The descriptive correlational research design was adopted for the study. A sample of 177 students and 17 teachers was selected from all senior high schools in the Asuogyaman District in the Eastern Region of Ghana. Questionnaires were the sole data collection instrument employed in the conduct of the study. The data collected was analysed using means and standard deviations and linear multiple regression. The study revealed that BM teachers demonstrated high level of content knowledge, pedagogical knowledge and pedagogical content knowledge. Again, the study revealed that there was a statistically significant relationship between Content Knowledge and Pedagogical Content Knowledge (PCK) and the academic performance of students. However, the relationship between pedagogical knowledge and academic performance was not statistically significant. It is concluded that content knowledge significantly predicted academic performance more than pedagogical content knowledge while pedagogical knowledge did not predict academic performance. It is recommended that school authorities in collaboration with the Ghana Education Service organise continuous professional development programmes for teachers on how they can improve and apply their content knowledge and pedagogical content knowledge in their teaching.