Indian Journal of Science and Technology
Year: 2014, Volume: 7, Issue: 3, Pages: 249-253
Siti Mistima Maat1* and Effandi Zakaria2
1Universiti Kuala Lumpur Malaysia France Institute
2Faculty of Education, UniversitiKebangsaan Malaysia, Bangi, Selangor
*Author for the correspondence:
Siti Mistima Maat
Universiti Kuala Lumpur Malaysia France Institute E-mail: [email protected]
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.
Keywords: Mathematics Teachers, Students’ Knowledge, Algebra, Quadratic Function, Secondary School Teaching
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