1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Pedagogical knowledge is a teacher's understanding of broad

principles and strategies for classroom management and organization that

appear to transcend subject matter, as well as understanding of learners

and learning in assessment, and educational contexts and purposes. In

Mathematics, self-efficacy refers to students' confidence in their ability to

overcome difficulties or obstacles when solving Mathematical problems

according to Amosun (2015).

Self-efficacy is defined as a person's belief in their ability to

manage and implement actions to achieve the goals they set, as well as

attempting to assess the extent and strength of all activities and context.

The teacher's self-efficacy in Mathematics learning is defined as his self-

assurance in his ability to plan, implement, and assess in order to be

effective in the classroom and achieve the expected competencies. This

self-efficacy will provide a strong impetus for optimal learning, resulting in

effective learning. Teachers who believe in themselves can implement

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effective learning and influence student achievement according to Maddux

& Volkmann (2017).

Pre-service teachers must review their knowledge of theory,

subject-matter courses, teaching tactics, and practices while they are in

student teaching. Show mastery of the pedagogical content knowledge

acquired in associated courses before their teaching immersion. They

must be provided every chance to develop any prospective teachers' best

qualities in order for them to learn the clearly specified skills according to

Kilic (2019).

Other studies in Turkey are concerned about the pre-service

teachers' low motivation and confidence when it comes to teaching and

learning mathematics (Giles, Byrd, & Bendolph 2016). The study

examined the self-efficacy of secondary pre-service teachers to teach

Mathematics. They demonstrate that the pre-service teachers had high

levels of efficacy in terms of their ability to teach Mathematics as well as

high levels of expectation for their students' Mathematical outcomes. The

issue is that they will be demonstrated when teaching Mathematics in

primary schools if they do not alter their attitudes. Teacher educators

should be concerned about the beliefs preservice teachers hold because

they make up the majority of tomorrow's instructors. Teachers' efficacy is

 3

seen as a key component of high-quality Mathematics instruction since it

is connected to a range of desirable student outcomes and students'

attitudes toward Mathematics (Chang, 2015) examines self-efficacy in

Mathematics and specific strategies for increasing self-efficacy in

Mathematics teaching. The author shows how a teacher preparation

program can increase the knowledge and self-efficacy of pre-service

teachers.

Few studies have looked at Australian teachers' perceptions of their

own efficacy. By summarizing the first stage of an ongoing longitudinal

study that examines the growth of teacher self-efficacy, this paper

attempts to fill in some of this research gap. There are still concerns about

whether pre-service teachers are sufficiently prepared to handle the

challenges of the 21st-century classrooms. Today, it is thought to be

increasingly important to train qualified, competent, and dedicated

teachers with all the necessary pedagogical and content knowledge and

skills.

Coe et al. (2014) find strong evidence that pedagogical content

knowledge is an important component of effective teaching. Empirical

studies show that teachers’ content knowledge must be combine with

knowledge of how learners respond to content. And pedagogical content

 4

knowledge is not static, teachers reason why students respond the way

they do to figure out why they make certain mistake. Although the term

pedagogical content knowledge is commonly used, its potential has been

underutilized. Many people appear to believe that its nature and content

are self-evident. However, the definition of pedagogical content

knowledge is vague. The term has lacked definition and empirical support,

limiting its utility.

Within the context of Mathematics education reform, a challenge

for teacher preparation in terms of pedagogical knowledge preparation

programs is the limited amount of time used to impact the experiences

that nudge teachers' Mathematics pedagogical knowledge and increase

their efficacy for teaching Mathematics. What a teacher has learned will

suffice to prepare them for the challenges of teaching in the classroom. As

a result, understanding the true foundation of pedagogical competency

knowledge is essential as an antidote to such quick fixes for bolstering

teacher knowledge more adequately.

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Objectives of the Study

Generally, of this study sought to look for the pedagogical

knowledge and teaching efficacy of mathematics of pre-service teachers in

Davao del Sur State College.

Specifically, it aims to:

1. Determine the level of pre-service teacher’s pedagogical knowledge

for mathematics:

1.1 Teachers Content Knowledge; and

1.2 Teacher Knowledge of Learners.

2. Determine the level of teaching efficacy of mathematics pre-service

teachers in terms of:

2.2 Mathematics Self-Efficacy; and

2.3 Mathematics Teaching Self-Efficacy.

3. Determine the significant relationship between pedagogical

knowledge and teaching efficacy of mathematics pre-service

teachers.
 6

Significant of the Study

The study of the pedagogical knowledge and teaching efficacy of

mathematics pre-service teachers primarily contributed and is beneficial to

pre-service teachers. More specifically, this would benefit a specific

individuals and organization.

The Commission on Higher Education (CHEd) Officials. The

outcome of the study would provide information to CHEd about the

pedagogical knowledge and teaching efficacy of mathematics pre-service

teachers. Moreover, the result of the study would provide information to

the CHEd if the pre-service teachers has already knowledge in teaching.

School Administrator. The study could be beneficial to school

administrators in a way that it would create an outline in knowing the

backgrounds about views of content and pedagogical knowledge for

teaching Mathematics. Alternatively, the knowledge gained from the

information obtained can be used to create plans for improving teacher’s

pedagogical knowledge for teaching mathematics.

Teachers. It gives teachers an insight into the best practices for a

classroom setting. It allows them to understand how different students

 7

learn so they can tailor their lesson to suit these needs. As a result, this

will improve the quality of their teaching as it would received by students.

Students. This might benefit the students because it can

stimulate their development and motivate them to continue learning. This

is an important foundation for their future because it indicates that they

are enthusiastic about the learning process as a whole. Pedagogy enables

students to gain a thorough understanding of the subject and assists them

in applying what they learn outside of the classroom.

Future Researchers. This might benefit the future researcher by

understanding the study all the information given it would serve as their

guide and a reference in the conduct of study related to views of content

and pedagogical knowledge for teaching Mathematics.

Scope and Limitation of the Study

The study intends to examine pedagogical knowledge in teaching

efficacy of Mathematics of pre-service teachers. The study took place at

Davao del Sur State College in Matti, Digos City. For the academic year

2022-2023, the researcher will select 49 education students who are

currently enrolled in Bachelor of Secondary Education Major in

Mathematics.
 8

Definition of Terms

The following terms and concepts are defined accordingly to its

operational or theoretical used in the study.

Content Knowledge. This refers to the information that is taught

and learned in a particular academic course rather than the related

abilities that students also learn in school, such as reading, writing, or

research.

Mathematics Self-Efficacy. This refers to students' self-efficacy

in math reflects their confidence in their capacity to overcome challenges

or impediments when completing mathematical issues.

Mathematics Teaching Self-Efficacy. This refers to teacher

effectiveness as a measure of a teacher's confidence in her ability to guide

students to success. This includes helping students learn, creating

programs that work for students, and effectively transforming student

learning.

Pedagogical Knowledge. This refers to means knowledge of

learning, human development, professional ethics, motivational

techniques, cultural and individual differences, instructional strategies,

classroom management, and assessment strategies that affect the learner.

 9

Teachers Content Knowledge. This refers to the body of

knowledge and information taught by teachers and expected to be

learned by students in a specific subject or content area, such as

Mathematics.

Teachers Knowledge of Learners. This refers to the

understanding the learner requires realizing how significant language,

identity, and culture are. Teachers must value and respect students for

who they are, where they are from, and what they offer to the classroom

from their past experiences.

Teaching Mathematics. This refers to the act of passing on

Mathematical knowledge, methods, calculations, computational techniques,

and so on from one person to another teacher. It can be formal in an

educational setting or informal.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides an overview of the different literary and

studies coming from the different authors who have fundamental support

on this review of related literature. To give clarification on the given

variables of the study, the cited reviews of literature was obtained from a

variety of reliable sources coming from journals, books, and academic

papers that can be found online. The specific literature covered in this

part includes pedagogical content knowledge, teachers content knowledge,

teacher’s knowledge of learners, Mathematics teaching self-efficacy, and

theoretical and empirical perspective about PCK assessment.

Pedagogical Content Knowledge

Pedagogical Content Knowledge is the focal point, place of events

in such a time where teachers make pedagogical and content decisions

based on their understanding of various knowledge bases (content,

curriculum, pedagogical, learning, motor development). The strengths of

this definition include (a) accommodating the concepts of knowledge

bases influencing pedagogical content knowledge and describing how this

 11

occurs, and (b) providing a clear indication of what to measure. Because

the definition refers to decision-making as a point in time, the content of

an interview or discussion with teachers, the content of a lesson plan, or

the content used in teaching can all serve as data sources (Ward, Kim et

al., 2015).

This functional definition of pedagogical content knowledge, which

describes the relationships between knowledge bases, allowed researchers

to identify teacher behaviors that influence pedagogical content

knowledge. In other words, pedagogical content knowledge can be

viewed as a decision point that represents a teacher's application of an

expert knowledge base and the use of professional judgment when

conducting teaching activities. Pedagogical content knowledge is

amenable to empirical analysis because it includes behavioral actions such

as task selection to convey content and task presentation to illustrate

content. Several field-based intervention studies have shown that teachers

can improve her pedagogical content knowledge behavior (Sinelnikov et

al., 2016).

The relationship between content and pedagogical knowledge

influences teachers' decisions about materials, instructional approaches,

 12

assessment of students' learning, and feedback, among other things

(Cooper and Alvarado, 2016; Bold et al., 2017).

Teachers Content Knowledge

Mathematics teacher education faces the difficult task of ensuring

the development of student teachers' knowledge (theoretical, research-

based, and practice-derived) as well as their ability to strategically apply

this knowledge in their future practice. The interplay of these components

is becoming increasingly important in research. This is reflected in the

shifts from mathematical knowledge for teaching to mathematical work by

teachers (Ball 2017), the call for reframing teacher knowledge around

dimensions of classroom practice (Schoenfeld, 2020). It is also a

significant factor in practice pedagogies, which Grossman et al. propose

can be described using the concepts of representations, decomposition,

and practice approximations (2015). They discovered that prospective

teachers had fewer opportunities to engage in approximations of practice

in their university-based coursework when they studied teaching of future

practitioners of theology, psychology, and education. As with learning

mathematics, opportunities to learn are crucial to learning to teach

(Klemenz, König, & Schaper 2019). To identify opportunities to learn in

 13

mathematics teacher education, they analyze materials used in the

programmers (work in progress), and students’ perceptions of their

learning opportunities (current paper). We are interested in which

components of professional practice are represented in teacher education

in both course work and teaching practice.

In order to ensure quality education, teachers need to develop

'content knowledge' (a body of knowledge consisting of facts, theories,

principles, ideas and vocabulary) and the pedagogical methods suitable

for teaching it ('content knowledge') must be mastered. This policy page

analyzes several policy actions that can help improve and control teacher

content proficiency.

There is a distinction between a mathematician and a Mathematics

educator in the current sense of Mathematics teaching. There is a

distinction to be made between being good at Mathematics and being

good at teaching Mathematics. These two aspects of teachers' knowledge

are not the same, despite the fact that they are related because they

complement one another. It is insufficient for Mathematics teachers to be

content experts who can perform procedures for solving mathematical

problems but are unable to develop appropriate strategies for illustrating

mathematical concepts or ideas (Saad et al., 2015).

 14

The importance of teachers' knowledge and competencies has been

highlighted in research on learner performance (Krainer et al.

2015). Similarly, international comparative studies in Mathematics

education have shifted the emphasis to teachers and teacher education.

TEDS-M has been the most significant in this regard. This first

international large-scale study of (primary and secondary) Mathematics

teacher education included seventeen countries. Not least, the goal was to

inform policy. The programs of teacher education within and across

countries were compared.

Several studies take different perspectives on what students'

teachers can learn. As a result, a video-based task was added to his

TEDS-M instrumentation to examine the perceptions and conscious

practices of his TEDS-M participants in Germany after completion (Kaiser

et al., 2017). They concluded that teacher experience was defined as

“content-related knowledge (MCK, MPCK, and speed of detecting

mathematical errors) and performance-related competencies (GPK

[general educational knowledge], perception and reasoning)”. This study

makes a strong case for not diminishing Mathematics education when

studying OTL. Scenario-based tools were also used to study the impact of

learning opportunities in Flemish pre-primary teacher education (Torbeyns,

 15

Verbruggen & Depaepe 2020). Her sophomore year and her junior year

performed better than her freshman year, so their scores indicate the

presence of her OTL in the program, especially in her PCK theory courses.

Content knowledge for teaching also includes three types of

content knowledge that do not involve student, teaching, or curriculum

knowledge. Common content knowledge is defined by its application in

adult pursuits other than teaching. Engineers and math teachers, for

example, both use knowledge of how to solve algebraic problems in their

daily work. Horizon content knowledge is defined as understanding how

different content ideas are linked across the content domain, frequently

with more elementary or basic ideas linked to more complex or advanced

ideas. Types of content knowledge that are only employed in instruction

fall under the category of specialized content knowledge. The teacher

must be aware of a variety of strategies that could be used to represent

the math in different ways to address various types of student learning

needs, differences in the mathematics involved in each of the strategies,

and whether such strategies are mathematically valid and generalizable.

For instance, while a skilled mathematician may use a specific

mathematical strategy or method to solve a set of problems. These are

examples of pure mathematics that are only required and used in the
 16

work of teaching mathematics and do not require the additional

knowledge about students or content representations that PCK entails.

Emerging theories about what constitutes content knowledge for

teaching have piqued the interest of teacher educators, policymakers, and

teachers themselves, because these ideas draw a direct link between the

work of teaching a subject and the content knowledge required to do so.

While it is obvious that teachers must understand the content that their

students are learning, evidence that teaching this content can necessitate

forms of content knowledge that go far beyond more conventional content

proficiency strengthens arguments that teaching is a professional

occupation with its own unique professional knowledge base. These ideas

also highlight the possibility and necessity of assessments that capture

forms of content knowledge used in teaching that differ from what is

measured on traditional knowledge tests.

Several studies have shown that a teacher's content knowledge has

a significant positive impact on student learning outcomes. However, in

many countries around the world, teachers still lack some content

knowledge required for their teaching. For example, a 2017 World Bank

study in seven countries in sub-Saharan Africa - accounting for nearly

40% of the region's total population - found that "only one in ten fourth-
 17

grade teachers master the curriculum." students' language program", and

about a quarter of teachers fail to perform simple tasks (like subtracting

two-digit numbers for math teachers…)” (Bold et al., 2017: 3).

Teachers Knowledge of Learners

Individuals taking part in learning is one of the most difficult

problems. They must take responsibility for their own education. When

learners take responsibility for their own learning, they give meaning to

the learning process, which leads to effective learning (Nzesei, 2015).

Individual learning requires teachers to understand the process.

Individuals interact with the environment during the learning process,

uniquely processing information and necessitating a distinct learning

environment. As a result, addressing the difficulty of promoting learning

circumstances while organizing such encounters should be taken into

account to assist individuals in optimizing their learning (Sighn, 2017).

There is a common understanding in the research literature on

teaching and teacher education that domain-specific and general

pedagogical knowledge and skills are important determinants of

instructional quality that affect students' learning gains and motivational

development (Bransford, Darling-Hammond, & LePage, 2015).

 18

A review of the various models describing teachers' decision-

making reveals that antecedent conditions such as students, the nature of

the instructional task, the classroom, and the school environment combine

with teachers' characteristics and cognitive processes to influence the

pedagogical decision made. Decision-making is a cyclical process because

instructional decisions influence preceding conditions. Empirical research

on how teachers' knowledge is used in decision-making appears to

indicate that, in order to make informed pedagogical decisions, teachers

must be able to analyze and evaluate specific learning episodes in

conjunction with contextual and situational factors, and to connect all of

this information to their specialist knowledge of the teaching-learning

process in order to guide subsequent teaching actions. Making wise

educational selections therefore depends on the caliber of the teacher's

educational knowledge (Sonia Guerriero, 2017).

Mathematics Self-Efficacy

Self-efficacy in mathematics represents a person's belief in their

own ability to successfully perform mathematical tasks. It shows an

individual's confidence and expectations about their own ability to solve a

particular math problem (Vukovic, Roberts & Green 2013). Self-efficacy

 19

was described by Han, Liou-Mark, Yu, and Zeng (2015) as one's belief or

perception of one's capacity to execute at a specific level on a task.

Mathematics self-efficacy is defined as an individual's perceived

confidence in completing a certain mathematics activity.

Teacher self-efficacy is the teacher's personal belief in his capacity

to successfully develop and execute instructional objectives in

mathematics. This is the teacher's belief in his ability to execute

mathematical problems. Mathematics self-efficacy in teachers differs from

teacher competence. Teacher competence refers to teacher professional

knowledge and skills, but teacher self-efficacy is a broader concept.

Teacher self-efficacy is more than simply possessing professional

knowledge and abilities; it is also the belief that one has the ability to put

his or her knowledge and skills to use (Ferla, Valcke & Cai, 2015).

Unlu and Ertekin (2013) studied the link between mathematics

teaching efficacy and mathematics self-efficacy in 144 pre-service

elementary mathematics teachers. The participants performed well on

both scales, and there was a strong positive association between

mathematics teaching self-efficacy and mathematics self-efficacy of pre-

service elementary mathematics teachers.

 20

Research has shown that teachers' self-efficacy affects how

students evaluate their abilities. intellectual ability (Bandura,2013).

Teachers with a high sense of effectiveness create class where all

students can master the subject, but the teacher is weak effectively create

classes that erode students' beliefs about themselves capacity. Research

shows that young students are inspired by their teachers because these

students do not yet know much about their own abilities. That thing which

means that if a teacher has a low teaching capacity, they can create a

classrooms are full of students who have low self-efficacy for their

learning ability. Like mentioned earlier, students with low self-efficacy in

various subjects at school tend to pain on these topics. Therefore, lower

confidence in teachers' teaching competence may be detrimental to

teacher’s student performance. Another concern, students who had

doubts about their ability to learn is even more affected by teachers' self-

efficacy than students people who are confident in their own abilities

(Bandura, 2013). This is a problem because this is students who need the

most help, but if they have a teacher who lacks confidence to teaching,

their education may be compromised.

The master's experience crystallizes students' interpretations of

their previous academic achievement in mathematics. It is the strongest

 21

source of math self-efficacy (Zientek et al., 2019). Success strengthens

self-efficacy, while failure disrupts it. Students who complete a

mathematical task, especially difficult for others, interpret their success

positively in such a way that the interpretation increases their

mathematical skills. In contrast, the interpretation of students' failure in

math tasks generally lowers their assessment of their math skills.

Borgonovi and Pokropek (2019) investigated this fact and found a non-

trivial relationship between task exposure and Mathematical self-efficacy

among high school students. This task-specific measure of math self-

efficacy makes it different in its conceptualization and measurement of a

related construct called math self-concept.

Mathematics Teaching Self-Efficacy

Teachers' confidence in their teaching abilities is called self-efficacy.

Teachers with high self-efficacy beliefs have more beneficial

characteristics than teachers with lower self-efficacy beliefs, so high self-

efficacy is a desirable trait for teachers. Mathematics teaching self-efficacy

mainly refers to the teacher's belief in his ability to teach Mathematics

effectively. The increase in career opportunities that require Mathematical

understanding makes it important that every child is prepared for middle

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school and college math by having an elementary teacher who is

confident in their ability to teach math effectively. The immediate and

long-term positive effects of high Mathematics teaching self-efficacy on

student performance make this a very interesting and particularly

important topic for teachers. This study investigated the self-efficacy

beliefs of elementary school teachers about teaching Mathematics and

found that preschool teachers who participated in a constructivist

Mathematics course had positive mathematics teaching efficacy and

positive expectations for students' Mathematics learning according to

(Byrd 2016).

Moody and DuCloux (2015), the author examines the effectiveness

of Mathematics teaching efficacy by traditional and non-traditional primary

school teachers enrolled in a three-semester, three-course Mathematics

sequence. They show that nontraditional primary school teachers improve

self-efficacy expectations in terms of both tutoring effectiveness and

outcome expectations. Student-teacher beliefs do not change significantly.

McLaughlin (2015) advocates for methods courses that provide

opportunities for educators to enjoy doing science and help develop the

knowledge, skills, and mindset needed to become competent and

confident professionals. Similarly, courses on mathematical methods

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should improve mathematical self-efficacy by following certain teaching

methods and learning activities.

Following a more recent approach, Giles, Byrd and Bendolph (2016)

analyze the self-efficacy of pre- service teachers in teaching mathematics.

They show that pre-enlistment teachers have a positive level of

effectiveness in their ability to teach mathematics as well as a positive

level of expectations of achievement for their students in math.

Chang(2015) examines relationships amongst essential

mathematics teachers' efficacy and their students' mathematics self-

efficacy and achievement. The suggested effects screen that the

mathematics teachers' efficacy ideals considerably inspired each their

students' arithmetic self-efficacy and achievement.

Brinkmann (2019) research the self-efficacy in mathematics and

analyzing particular techniques for growing self-efficacy in teaching

mathematics. The creator factors out how trainer instruction applications

may be greater knowledgeable and bolster self-efficacy of pre-service

teachers.
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Theoretical and Empirical Perspective about PCK Assessment

PCK in mathematics is assessed in a variety of ways, depending on

the researcher's goals and research context. The use of different

terminology to assess mathematics teachers in PCK was evident from

different studies. Some researchers used measurements of PCK from

mathematics teachers, others referred to a study of PCK from

mathematics teachers (Danisman & Tanisli, 2017) and others used the

PCK mathematics teacher (Kathirveloo et al., 2014). Regardless of what

terminology is used, they all focus on determining the quality, level, status,

and value of PCK for mathematics teachers, primarily in the design of

teacher education. The independent variables of the study are about

pedagogical content knowledge for teaching mathematics in terms of:

mathematics content knowledge, curricular knowledge, pedagogical

content knowledge.

The diverse concept of PCK has provided different research

opportunities based on researchers' interest in different components of

PCK. As a result, one of his studies assessed a mathematics teacher's PCK

for content and pedagogy (Lim & Guerra, 2015), and another his study

that examined her PCK based solely on student knowledge (Ma'rufi et al.,
 25

2018) and others. Blend knowledge about student comprehension with

knowledge about teaching strategies (Şahin et al., 2016). Other studies

have examined the mathematics teacher's PCK in terms of content

knowledge, curriculum knowledge, student knowledge, teaching methods

and strategies. This provides a perception that PCK aligns with other areas

of educational knowledge and leads a competent teacher to consider her

PCK essential.

The literature indicates that PCK assessments have been conducted

on both prospective and incumbent mathematics teachers at various

grade levels. Morrison and Luttenegger conducted a study (2015) that

focused on measuring her PCK in kindergarten teachers. Lim and Guerra

(2015) focused on evaluating her PCK for primary teacher candidates.

Sahin et al., (2016) surveyed her PCK of prospective secondary school

teachers, while Danisman and Tanisli (2017) found that Özdemir and

Soylu (2017) surveyed her PCK of employed secondary mathematics

teachers.
 26

Conceptual Framework

Independent Variable Dependent Variable

 Pedagogical Knowledge
 Teaching Efficacy of
of Mathematics Pre-
Mathematics Pre-
Service teachers
Service Teachers
 Teachers Content
 Teaching Efficacy
Knowledge

 Mathematics Self-
 Teachers Knowledge of
Efficacy
Learners

Figure 1. Conceptual Framework of the Study entitled:

Pedagogical Knowledge in Teaching Efficacy of
Mathematics of Pre-Service Teachers.
 27

Null Hypothesis

The following null hypothesis was tested at 0.05 level of significant.

Ho: There is no significant relationship between pedagogical knowledge

and teaching efficacy of mathematics of pre-service teachers.

 28

CHAPTER III

METHODOLOGY

This chapter presents the discussion on the research locale,

research design, respondents, sampling design and technique,

instruments, data gathered, data gathering procedure, and statistical tools.

Research Locale

This study might carried out in Davao del Sur State College,

situated in Matti, Digos City, Davao del Sur. The Southern Philippines Agri-

Business and Marine and Aquatic School of Technology (SPAMAST) –

Digos Campus was once the name of the state college. SPAMAST Digos

was separated from the SPAMAST system, renamed, and inaugurated in

February 2020 through Republic Act No. 11220. It is a public higher

educational institution known for its agricultural programs. DSSC also

contributes to national development through education and the

continuous delivery of instruction, research, and production.

Figure 2. Map of the Philippines highlighting Digos, Davao del Sur

 29

Research Design

The researcher might used the descriptive-correlational research

design. Creswell (2003) descriptive-correlational design used to describe

the variables and the relationship that occur naturally between and among

them.

This descriptive-correlational study was conducted to describe and

reveal pre-service teachers’ pedagogical knowledge in teaching efficacy of

mathematics.

Respondents of the Study

The researcher would secure a list of 4th year BSED Mathematics

students of Davao del Sur State College. The inclusion criteria in

considering the participation of the research subjects in this study was

that the respondents currently enrolled as Bachelor of Secondary

Education Major in Mathematics students in DSSC for the academic year

2022-2023, provided that they are willing to participate in the study. The

respondents of this study would 49 Mathematics major students. The

respondent may withdraw from participating in the study at any time and

they ought to notify the researcher of their decision.

 30

Sampling Design and Technique

The selection of respondents was determined through complete

enumeration. According to Crossman (2018), total enumeration was done

when the target group is small and set apart by unusual and well defined

characteristics.

Research Instrument

The instrument used in this study consisted of questionnaire about

pedagogical content knowledge for teaching mathematics. The Likert-

scales from 1 to 5 in the rank ranges from strongly disagree to strongly

agree, respectively adapted from (Aksu et al. 2014), and it is in a self-

assessment form. These components were teachers’ content knowledge,

which occupied 15 items, together with teachers’ knowledge of learners,

which occupied 11 items. And there are other components were

mathematics self-efficacy, which occupied 10 items, and lastly the

mathematics teaching self-efficacy which occupied 10 items. And this

questionnaire was adopted from Han, Liou-Mark, Yu and Zeng (2015).

In interpreting the data about pedagogical knowledge of pre-

service teachers, the following scales was utilized:

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Range of Descriptive Interpretation

Means Level

4.20-5.00 Very High This means that the pre-service teachers

have strongly agreed in their pedagogical
knowledge’s for teaching mathematics.

3.40-4.19 High This means that the pre-service teachers

have agreed in their pedagogical knowledge’s
for teaching mathematics.

2.60-3.39 Moderate This means that the pre-service teachers

have a undecided in their pedagogical
knowledge’s for teaching mathematics.

1.80-2.59 Low This means that the pre-service teachers

have disagreed in their pedagogical
knowledge’s for teaching mathematics.

1.00-1.79 Very Low This means that the pre-service teachers

have strongly disagreed in their pedagogical
knowledge’s for teaching mathematics.

The second part dealt with the Teaching Efficacy of Mathematics

The following rating scales would use in the interpretation of the response

of the: Teaching Efficacy of Mathematics Pre-Service Teacher.

Range Descriptive Interpretation

of Level
Means

4.20-5.00 Very High This means that the pre-service teachers

have strongly agreed in their teaching
efficacy of mathematics pre-service
teachers.

3.40-4.19 High This means that the pre-service teachers

 32

have agreed in their teaching efficacy of

mathematics pre-service teachers.

2.60-3.39 Moderate This means that the pre-service teachers

have an undecided in their teaching
efficacy of mathematics pre-service
teachers.

1.80-2.59 Low This means that the pre-service teachers

have disagreed in their teaching efficacy of
mathematics pre-service teachers.

1.00-1.79 Very Low This means that the pre-service teachers

have strongly disagreed in their teaching
efficacy of mathematics pre-service
teachers.

Data Gathering Procedure

The researcher would administrate the questionnaires personally to

the Mathematics teachers to gather data. Before conducting the survey,

the researcher would introduce herself and explain the purpose of her visit

to each respondent. To guarantee proper understanding, questions will be

explained to them as needed. This would make getting acceptable

responses from respondents much easier. The completed interview

schedule would evaluated immediately following the interview to ensure

that it is accurate in every way.

1. Requesting for a Permission to Conduct the Survey. The

researcher would submit a letter to the School Head of Davao del Sur
 33

State College to formally request and ask permission to conduct the

survey.

2. Administration and Retrieval of the Research Instrument.

After securing the research instrument, the researcher would proceed in

the planned survey. A list of pre-service teachers would obtained, and the

researcher would select respondents with a given sample size. The

researcher would then ask them to answer the questionnaires provided to

them. The administration of the survey questionnaires was carried out

through google form. In preparation for encoding and data analysis,

completed questionnaires would also be collected and compiled. At the

completion of the survey, the completed questionnaires would encoded in

spreadsheet form, to be summarized and analyzed with appropriate

statistical techniques. Results would then produce, and conclusions and

recommendations based on the findings would made.

Data Analysis

The quantitative analyses of questionnaires are using both

descriptive and inferential statistics. The descriptive statistics used to

analyze the PCK level for mathematics teachers in terms of two

components, where mean and standard deviation were identified. Based

 34

on the earlier mentioned five Likert scales, strongly disagree (1 point) to

disagree (2 points), is set to be low level, undecided (3 points) considered

to be moderate level, and agree (4 points), to strongly agree (5 points) is

regarded to be high level.

The following statistical tools would used to analyze the data, as

guided by the research objectives:

Mean. This would utilized to describe the level of mathematics

teachers pedagogical content knowledge for teaching mathematics.

Pearson r. This would utilized to ascertain the significant

relationships of the two variables; pedagogical knowledge and teaching

efficacy.
 35

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the findings acquired through the data

gathered from the Mathematics Pre-Service Teacher and used to analyzed

pedagogical knowledge and teaching efficacy. The data gathered has

been tabulated through the SPSS software and was analyzed and

examined. The findings of this study were discussed and presented

according to the research objectives.

Summary Result of the Pedagogical Knowledge of Mathematics

Pre-Service Teachers

The first objective of the study was to determine the level of pre-

service teacher’s pedagogical knowledge for mathematics in terms of

teachers content knowledge and teachers knowledge of learners. Table 1

show the summary results of the pedagogical knowledge of pre-service

teachers of Davao del Sur State College. The data also shows the two

dimension of pedagogical knowledge, Number of Respondent (N), Mean,

Standard Deviation (SD), and Descriptive Level of every dimension.

Moreover, the last row of the table presents the level of pedagogical

knowledge of pre-service teachers.

 36

Table 1: Summary Result of the Pedagogical Knowledge of

Mathematics Pre-Service Teachers

Indicators N Mean Standard Description

Deviation

Teachers Content Knowledge 49 4.23 0.40 Very High

Teachers Knowledge of 49 4.27 0.35 Very High

Learners

Pedagogical Knowledge 49 4.24 0.37 Very High

The pedagogical knowledge of pre-service teachers acquired an

overall mean score of 4.24 (SD=0.38) with the description of very high.

This mean that the mathematics pre-service teachers know how to teach

topics in ways that learners can understand. Some recent studies have

provided contrary evidence in so far as pre-service teachers were satisfied

with the degree to which their pre-service teacher education experience

prepared them for teaching, Hammerness et al., (2013). Pre-service

should include relevant skills and strategies that reflect an understanding

of key concepts for the general public to understand and enjoy

mathematics. Armed with this knowledge, teachers will be able to think

more effectively, flexibly and fluently, and use and apply knowledge and

processes with greater confidence (Penprase, 2018; Schwab, 2016).

 37

There are two indicators in pedagogical knowledge, the first one is

the teachers content knowledge with the overall mean of 4.23 (SD= 0.40)

with the description of very high. This means that the pre-service teachers

has knowledge how to handle or teach the students. According to Zhang,

Liu, and Cai (2019), content knowledge is the quantity and arrangement

of experience in the pre-service teacher's. It offers information about the

facts, ideas, structures, and laws that incorporate those facts and ideas,

as well as the industry's top techniques and tried-and-true methods for

imparting knowledge to students. Before learning other facets of teaching,

teachers must first have a thorough understanding of the subject to teach

it in logical and ordered manner.

The second indicators is teachers knowledge of learners with the

overall mean of 4.27 (SD=0.35) with the description of very high. This

means that pre-service teachers has knowledge about what she/he teach.

Teacher knowledge serves as the foundation for teachers' instructional

activities in their classes. The concepts to be taught should be related to

one another as well as to other disciplines. Students can use conceptual

inter connectivity as a framework to investigate how various disciplines

interact with one another to build a complex whole functions inside the

curriculum. Teachers must demonstrate an understanding of prerequisite

 38

links between topics and concepts. They must also follow the link to the

appropriate cognitive structures that ensure learner comprehension (Lee,

Capraro, and Capraro, 2018).

Hallman and Rodriguez (2015) claim that training to become a

teacher is a difficult and continual process that preservice instructors go

through various learning opportunities and theory examination pedagogy,

which is achieved through participating in field experiences in both formal

and informal learning environments, such as those rooted in communities.

Zeichner and Guillen (2018) imply that teacher educators can assist

aspiring teachers in bridging when working in non-traditional settings,

theory and practice settings for education.

Teachers Content Knowledge

Presented in the table 1.1 is the level of pedagogical knowledge of

pre-service teachers, more specifically in the dimension of teachers

content knowledge. It also presents the questions, Mean which was the

formula utilized by the researcher in determining the overall data of

respondents, Standard Deviation (SD), as well as the description of the

data gathered. As exhibited in the table, there are fourteen questions

 39

which intend to measure their teachers content level. Upon tabulating the

scores, the indicators was composed of fourteen (14) survey questions

that measures pre-service teachers pedagogical knowledge on teachers

content knowledge.

Table 1.1: Level of Pedagogical Knowledge of Pre-service

Teachers in terms of Teachers Content Knowledge SY 2022-2023

Questions Mean Interpretation

1. I have knowledge about the context of 4.34 Very High

my lesson.
2. I know the critical points of my lessons. 4.24 Very High
3. I pursue the last improvement regarding 4.30 Very High
teaching lessons.
4. I want to participate in a seminar, 4.51 Very High
symposium, workshop related to my scope.
5. I pursue publication related to my scope. 4.02 High
6. I can identify familiar national and 3.73 Moderate
international mathematicians.
7. I can recognize lacking areas related to 4.20 Very High
my lessons.
8. I know the basic definitions in my lesson. 4.51 Very High
9. I have knowledge about relation, rule and 4.40 Very High
formula in my lessons.
10. I know theory, axiom, theorems etc. in 4.22 Very High
my lesson.z
11. I can realize and meet the difficulties of 4.27 Very High
students during my lesson.
12. I can determine that the students may be 4.18 High
pressured in my lessons in advance.
13. I can prepare an appropriate lesson plan 4.31 Very High
in accordance with the point that students
may be pressured in my lessons.
14. I can notice misconceptions of students 4.18 High
in the course of teaching a new topic.
OVERALL 4.23 Very High
 40

Teachers content knowledge has a overall mean of 4.23 (SD=0.40)

with the description of very high. This means that pre-service teachers

have strongly agreed in their pedagogical knowledge’s for teaching

mathematics. The pre-service teacher has knowledge about what they

discussed and they understand content knowledge deeply and flexibly so

they can help students. Related study from Vecaldo, Andres, Carag and

Caranguian (2017), pre-service teachers demonstrate their abilities to

successfully complete learning and assessment tasks in the classroom.

When pre-service teachers are given the chance to socially create

observational understandings of teaching and learning and experimenting

with different pedagogical strategies in pre-service teaching field

placements what is known as approximations of practice they begin to

gain clinical skills, such as more confidence and a deeper grasp of

pedagogy and practice, as well as routines, automatically. When Pre-

service instructors have engaged in practice simulations, chances to

venture beyond the conventional and frequently comfortable from student

to instructor (Hamilton and Van Duinen, 2019).

The pre-service teachers is high in pursuing publication related to

their scope, high in determining student who is pressured in lesson and

also high in noticing the misconception of the students. Hixon, E. & So

 41

(2019) a review of the literature reveals several things. A challenge is a

difficulty with multiple strains educational experiences, opinions, beliefs

and idea middle school learning and basic understanding education and

learning culture and background, exchange communication with students,

awareness of teaching and techniques, reflective thinking in the early

stages of preparatory programs and practical classes.

Moreover, Ciobanu (2013), suggest that mentoring can help trainee

teachers overcome difficulties, given the pressures trainee teachers face.

experience. She emphasized that mentoring support increases trainee

teacher confidence and reduces professional isolation. Also, services for

students are important. It is important for us to contribute to the growth

and development of our students. Additionally, at one of her state

universities in the Philippines, it was observed that teacher candidates

struggled with using technology in lesson planning, class management,

and demo lessons. Future teachers described their experiences due to lack

of knowledge, it is difficult to plan lessons and he is silent before and

during lessons, Dawson, V. & Shand (2019).

 42

Teacher Knowledge of Learners

Table 1.2 illustrates the level of pedagogical knowledge of pre-

service teachers particularly in terms of teachers knowledge of learners. It

also presents the questions, Mean which was the formula utilized by the

researcher in determining the overall data of respondents, Standard

Deviation (SD), as well as the description of the data gathered. As

presented in the table, a total of eleven questions were established which

intend to measure their teachers knowledge of learners. Total of eleven

(11) survey questions that measures pedagogical knowledge on teacher

knowledge of learners.
 43

Table 1.2: Level of Pedagogical Knowledge of Pre-service

Teachers in terms of Teacher Knowledge of Learners
SY 2022-2023

Questions Mean Interpretation

1. I can use suitable learning and teaching 4.37 Very High

instruments.

2. I can effectively use my voice in the lesson. 4.47 Very High

3. I can correct as necessary in accordance with 4.22 Very High

students feedback.

4. I have knowledge about the instructional 4.14 High

programmed.

5. I can present systematically in contexts of 4.10 High

lessons (from concrete to abstract or from easy
to hard).

6. I can control my emotions during lessons. 4.35 Very High

7. I have knowledge about learning theories. 4.08 High

8. I can consist a useable platform during 4.29 Very High

lesson.

9. I can use question-answers activities during 4.35 Very High

lesson.
10. I can teach concepts using multi 4.41 Very High
representation such as tables, diagrams, graphic
and equation…etc.
11. I can prepare lesson plans covering the 4.41 Very High
important points of topics.

OVERALL 4.27 Very High

Teachers knowledge of learners use obtained the highest overall

mean of 4.2714 (SD=.35178) with the description of very high. This

means that pre-service teachers have strongly agreed in their pedagogical

knowledge’s for teaching mathematics. Pre-service teachers has

 44

knowledge and strategies how teach students in mathematics. According

to Sanusi, Murtafiah, and Krisdiana (2014), students have the ability to

select acceptable learning strategies and make decisions on design and

implementation. It is critical for pre-service teachers to master the

Mathematics comprehension and learning (Lannin et al., 2013).

The pre-service teachers for a more challenging part the pre-

service teaching, they claim that they still lack the necessary skills needed

to perform their assigned tasks. This is obvious as they suggested that

pre-service teachers need to have more training on preparing daily lesson

plans, and school forms in order that they can help their cooperating

teachers. They also suggested that there is a need for other modes of

communication such as Facebook group account, blogs, and Google

classroom. Such that they can seek help regarding their assigned tasks

from their peers, student supervisors and instructors in their field of

specialization

The pre-service teachers is high interpretation about instructional

programmed, systematic context and learning theories. To be successful

in achieving expected learning outcomes, a well trained teacher must be

competent in the four areas of teaching skills, such as commanding

theoretical knowledge of learning and human behaviour, exhibiting

 45

attitudes to promote learning and genuine human relationships,

commanding information on the topic to be taught, and managing

teaching skills to encourage student learning better. In addition, teachers

must turn their knowledge of material into ways that have infinite effect

on teaching and that meet the learners' needs and abilities. Teachers

must also use prominent examples, diagrams, analogies, comparisons,

and descriptions to represent and symbolize the topic so that learners can

obtain an exhaustive understanding of it. Eventually, a program for

teacher education needs to provide a preparation dimension that focuses

on acquiring specific teaching skills to promote learning (Ismail & Jarrah,

2019).

Pre-service teachers must review their knowledge of theory and

subject-specific content, as well as teaching methods, tactics, and

procedures, while also demonstrating their proficiency with pedagogical

materials from related courses taken before their teaching immersion,

Greathouse (2019). Today, training a team of qualified, capable and

enthusiastic teachers with all essential pedagogical and content

knowledge and skills are considered increasingly important, but still

doubts about whether trainee teachers are enough ready to take on the

challenges of class 21st century.

 46

Adu-Yeboah & Yaw Kwaah (2018) identified teaching students as

an opportunity for future teachers of observe and interact with learners,

mentors, and real-world experiences real learning environment. Expressed

in the same way that teaches students not only combines theory and

practice, but also provides initial training teachers the opportunity to

develop their teaching skills. In addition, emphasized the value of student

practice as an essential part of teacher training system because it helps

prospective teachers apply their expertise, theory and skills in real

classroom situations.

Summary Results of Teaching Efficacy of Mathematics Pre-

service Teachers

The second objective of the study was to determine the level of

teaching efficacy of mathematics pre-service teachers in terms of

mathematics self-efficacy and mathematics teaching self-efficacy. Table 2

show the summary results of the mathematics teaching efficacy of pre-

service teachers of Davao del Sur State College. The data also shows the

two dimension of pedagogical knowledge, Number of Respondent (N),

Mean, Standard Deviation (SD), and Descriptive Level of every dimension.

 47

Moreover, the last row of the table presents the level of mathematics

efficacy of pre-service teachers.

Table 2: Summary Result of Teaching Efficacy of Mathematics

Pre-service Teachers

Indicators N Mean Standard Description

Deviation

Mathematics Self-Efficacy 49 4.30 0.41 Very High

Mathematics Teaching Self- 49 4.42 0.38 Very High

Efficacy

Mathematics Efficacy 49 4.36 0.39 Very High

In table 2 the teaching efficacy of pre-service teachers acquired an

overall mean score of 4.36 (SD=0.39) with a description of very high. It

discussed that the pre-service teachers have strongly agreed in their

teaching efficacy of mathematics pre-service teachers. This means that

the mathematics pre-service teachers with high sense of self-efficacy

exhibit strong motivation and they efficient and effective in teaching.

Teachers that have a high sense of self-efficacy are extremely motivated.

This is because strong mathematics self-efficacy influences teachers'

attitudes and practices toward mathematics (Han et al, 2015). Moreover,

the result was supported by the study of Nurlu (2018) carried out

research on how mathematics self-efficacy and mathematics teaching self-

 48

efficacy relate to conceptually and procedural oriented teaching strategies.

The study's findings revealed a high relationship between mathematics

self-efficacy and mathematics teaching self-efficacy.

The mathematics self-efficacy has an overall mean of 4.30

(SD=0.41). This means that the pre-service teachers has a ability to

overcome difficulties or obstacles to solve math problems. Theory predicts

that self-efficacy will be increased for students who have been told that

their performance is better and this will affect the results of future exams.

Their performance has improved after creating their own power, Shunck

(2014).

Mathematics teaching self-efficacy has an overall mean of 4.42

(SD=0.38). As a result, educators must be more aware of the impact of

the Pre-service self efficacy, hence they can play a more active role in

helping their students develop confidence and faith in their abilities to

excel in Mathematics. the study was carried out to examine the impact of

mathematics methodology courses on Pre-service teachers self efficacy

and beliefs, as well as to examine the possible factors responsible for their

reaching efficacy belief. A number of studies in the mathematics domain

have shown that participation in a Pre-service mathematics methodology

 49

course favorably influences the attitudes and self-efficacy of Pre-service

teachers by increasing their confidence in solving mathematics issues.

These programs are expected to significantly boost pre-service teachers'

self-efficacy in teaching mathematics. A thorough knowledge of this

training is required if future instructors are to have an impact on their

pupils' academic progress. Furthermore, there is a need to assess pre-

service teachers' perceptions of their skills, competency, and capacity to

teach mathematics in order to advise policy and future direction in

mathematics education, Pajares (2017).

Mathematics Self-Efficacy

Presented in the table 2.1 is the level of teaching self-efficacy of

mathematics pre-service teachers, more specifically in the dimension of

mathematics self-efficacy. It also presents the questions, Mean which was

the formula utilized by the researcher in determining the overall data of

respondents, Standard Deviation (SD), as well as the description of the

data gathered. As exhibited in the table, there are ten questions which

intend to measure mathematics self-efficacy.

 50

Table 2.1: Level of Teaching Efficacy of Mathematics Pre-service

Teachers in terms of Mathematics Self-Efficacy SY
2022-2023

Quetions Mean Interpretation

1. I am certain, I can understand the 4.47 Very High

ideas taught in the mathematics course.

2. I expected to do well in the 4.47 Very High

mathematics class.

3. I am sure I can do an excellent job on 4.29 Very High

the problems and tasks assigned in the
mathematics class.

4. I think I will receive a good grade in 4.27 Very High

the mathematics course.

5. I know that I will be able to learn the 4.41 Very High

material presented in the mathematics
class.

6. I feel confident when taking a 4.16 High

mathematics test.

7. I feel confident when using 4.16 High

mathematics outside school.

8. I am sure I will be able to do well in 4.43 Very High

the future mathematics course.

9. I am sure I am kind of person who is 4.14 High

good at mathematics.

10. I feel confident enough to ask 4.33 Very High

questions in my mathematics class.

OVERALL 4.30 Very High

Based on the result indicated, mathematics self-efficacy has an

overall mean of 4.30 (SD=0.41) with a description of very high. This

means that pre-service teachers have strongly agreed in their teaching

 51

efficacy of mathematics pre-service teachers. This means that pre-service

teachers is very confident the way they teach mathematics topics.

According to Ferla, Valcke, and Cai (2015), mathematics self-efficacy

suggests an individual's apparent confidence in completing a specific math

task. It has been demonstrated that pre-service instructors with high

levels of self efficacy who believe in their own abilities are more motivated

to learn.

The pre-service teachers is high interpretation in terms of confident

taking mathematics test, using mathematics outside school and how good

there are in mathematics. These studies addressing the concept of self-

efficacy improve student learning outcomes in school. One such study

conducted by Gibson and Dembo (2013) confirmed that: Teachers who

believe that student learning is influenced by effective classroom

outcomes and expectations, and who are confident in their own teaching

abilities and self-efficacy, place an academic emphasis in the classroom

and provide a different kind of feedback than teachers who underperform.

Expectations about one's own teaching ability can affect student learning.

The importance of self-efficacy beliefs goes beyond the context of

immediate learning. Student education and careers may vary by

 52

numbers Confidence in one's ability to solve mathematical problems. It

concludes that (task-specific) self-efficacy is superior in mathematics.

Prediction of career choice as test scores. The importance of self-efficacy

beliefs goes beyond the context of immediate learning. Student education

and careers may vary by numbers confidence in one's ability to solve

mathematical problems. Hackett and Betz (2016) concludes that (task-

specific) self-efficacy is superior in mathematics predict career choice over

exam performance.

Mathematics Teaching Self-Efficacy

Presented in the table 2.2 is the level of teaching self-efficacy of

mathematics pre-service teachers, more specifically in the dimension of

mathematics teaching self-efficacy. It also presents the questions, Mean

which was the formula utilized by the researcher in determining the

overall data of respondents, Standard Deviation (SD), as well as the

description of the data gathered. As exhibited in the table, there are ten

questions which intend to measure their mathematics teaching self-

efficacy.
 53

Table 2.2: Level of Teaching Efficacy of Mathematics Pre-service

Teachers in terms of Mathematics Teaching Self
Efficacy SY 2022-2023

Questions Mean Interpretation

1. I will continually find better ways to teach 4.61 Very High

mathematics

2. I know how to teach mathematics concept 4.29 Very High

effectively

3. I understand mathematics concept well 4.43 Very High

enough to be effective teaching secondary
mathematics

4. I understand mathematics concept well 4.39 Very High

enough to be effective in teaching secondary
mathematics.

5. When teaching mathematics, I will usually 4.60 Very High

welcome students questions.

6. I will find it easy to use manipulative to 4.22 Very High

explain to students why mathematics work.

7. I believe I have necessary skills to teach 4.33 Very High

mathematics.

8. I believe I can help students to understand 4.53 Very High

it better.

9. I am confident, I can help students master 4.37 Very High

new concept in mathematics.

10. I feel I will be able to improve students 4.45 Very High

achievements in mathematics through
various method of teaching.

OVERALL 4.42 Very High

 54

The Table 2.2 display the second indicators of teaching efficacy of

mathematics. This indicators was composed of ten (10) survey questions

that measures on mathematics self-efficacy. The overall mean score of

4.42 (SD=0.38) with the interpretation of very high. This means that the

pre-service teachers confidence in their capacity to achieve outcomes.

Moulding et al. (2014), a teacher's self-efficacy is an estimate of his or her

ability to achieve student engagement and learning, especially among

pupils from varied backgrounds. Unlu and Ertekin (2013) continue to show

that a high sense of self-efficacy in teaching is related to positive teaching

behavior. He points out that highly effective teachers often use more

effective methods in their teaching. Students learn more from highly

effective teachers. Teachers with a high level of self-efficacy in teaching

show more interest and commitment to teaching and are more likely to

stay in the teaching profession.

Determining the significant relationship between Pedagogical

Knowledge and Teaching Efficacy of Mathematics
Pre-service Teachers

The third objective of the study was to determine the significant

relationship between the pedagogical knowledge and teaching efficacy of

mathematics pre-service teachers. Table 3 shows the result in determining

 55

Determining the significant relationship between Pedagogical Knowledge

and Teaching Efficacy of Mathematics Pre-service Teachers. The table

shows the variables, statistical tool, p-value, r-value, the decision and

interpretation.

Variables Statistical p-value r-value decision interpretation

Pedagogical pearson 0.000 0.685 reject null moderate

Knowledge correlation hypothesis positive correlation

The table 7 show that the p-value is 0.000 which less than our α

value of 0.05, therefore we reject our null hypothesis. There is a

significant relationship between pedagogical knowledge and teaching

efficacy. The Degree of Relationship between pedagogical knowledge and

teaching efficacy is 0.685, it has a moderate positive correlation.

If teachers have good self-efficacy, they can implement effective

teaching and can affect student achievement Fast, L. A. et. al. (2015).

More results studies have shown that it is teachers' self-efficacy that

affects students learning outcomes, students' attitudes towards learning

and growth.
 56

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarized the findings and includes conclusions

and recommendations. After carefully analyzing the data from the survey,

that the researcher conducted, the summary and conclusion were created.

Additionally, recommendations were created in line with the results of the

study.

Summary

The main purpose of the study was to provide an overview that

aims to identify the relationship between pedagogical knowledge and

mathematics efficacy of pre-service teachers. This study was conducted

through google form with the following respondents of 49 mathematics

pre-service teachers of Davao del Sur State College for the academic year

of 2022-2023, provided that they willing to participate in the study. The

research instrument that was used by the researchers in the gathering

data has two parts, first part dealt with the level of pre-service teacher’s

pedagogical knowledge for mathematics in terms of teachers content

knowledge and teacher knowledge of learners and the second part dealt
 57

with the level of teaching efficacy of mathematics pre-service teachers in

terms of mathematics self-efficacy and mathematics teaching self-efficacy.

These instrument were used to utilize to gather data from the

respondents. The following results were attained using correlation

tools and descriptive statistics.

The 4th year mathematics pre-service teachers level of pedagogical

knowledge is very high as interpreted on the results gathered, obtaining

an overall mean of 4.24 (SD=0.38). This mean that the mathematics pre-

service teachers know how to teach topics in ways that learners can

understand.

Moreover, among the (2) two indicators in terms of teachers

content knowledge has a overall mean of 4.23 (SD=.40) with the

description of very high. The pre-service teacher has knowledge about

what they discussed and they understand content knowledge deeply and

flexibly so they can help students.

On the other hand, teachers knowledge of learners has a overall

mean of 4.27 (SD=0.35) with the description of very high. This means

that the Pre-service teachers has knowledge and strategies how teach

students in mathematics.
 58

Additionally, the level of teaching efficacy of mathematics pre-

service teachers is very high as interpreted on the result gathered,

obtaining an overall mean of 4.36 (SD=0.39). This means that the

mathematics pre-service teachers with high sense of self-efficacy exhibit

strong motivation and they efficient and effective in teaching.

Meanwhile, mathematics teaching self-efficacy obtained the highest

mean of 4.42 (SD=0.38) with a description of very high. This means that

the pre-service teachers confidence in their capacity to achieve outcomes.

However, mathematics self-efficacy comes next with the mean of

4.30 (SD=0.41) with a description of very high. This means that pre-

service teachers is very confident the way they teach mathematics topics.

Furthermore, the findings showed that we reject our null

hypothesis. There is a significant relationship between pedagogical

knowledge and teaching efficacy. The Degree of Relationship between

pedagogical knowledge and teaching efficacy is 0.685 it has a moderate

positive correlation.
 59

Conclusions

The following were the conclusions which were made based from

the findings of the data analyzed:

1. The finding exposed that the level of pre-service teachers

pedagogical knowledge for mathematics is very high with the

overall mean of 4.24 (SD=0.38) which means that the mathematics

pre-service teachers know how to teach topics in ways that

learners can understand. Based on the two (2) indicators teachers

content knowledge with the overall mean of 4.23 (SD=40) while

the teachers knowledge of learners has an overall mean of 4.27

(SD=0.35), so the mathematics pre-service teachers has

knowledge and has a different strategies that use to discussed

different topics mathematics.

2. The result showed that the level of teaching efficacy of

mathematics pre-service teachers is very high with an overall mean

of 4.36 (SD=0.39). Among two (2) indicators mathematics teaching

self-efficacy has highest mean of 4.24 (SD=0.38), while

mathematics self-efficacy has an overall mean of 4.30 (SD=0. 41)

which means have strongly agreed in their teaching efficacy

 60

regardless of the mathematics self-efficacy and teacher knowledge

of learners. This means that the mathematics pre-service teachers

with high sense of self-efficacy exhibit strong motivation and they

efficient and effective in teaching.

3. The obtained results showed that the p-value is 0.000 which less

that to a value of 0.05, it was found out that it reject our null

hypothesis. There is significant relationship between pedagogical

knowledge and teaching efficacy.

Recommendation

After the results have been gathered and carefully analyzed,

recommendations were made. These are the following:

1. The CHEd Officials would provided of information about the

pedagogical knowledge and teaching efficacy of mathematics pre-

service. Moreover, authentic results may serve as basis for

encourage pre-service teachers participate in professional

development programs focuses on mathematics education.

2. The DSSC School Administrators might able to gather vital

information from this study pedagogical knowledge and teaching

efficacy of mathematics pre-service to reinforce the importance of

 61

strong pedagogical knowledge. Pre-service teachers should have a

deep understanding of mathematical concepts, procedures, and

connections across different topics. Encourage them to engage in

ongoing professional development to enhance their own

mathematical knowledge.

3. The findings of this study can to promote reflective practice among

pre-service teachers. Encourage them to reflect on their teaching

experiences, analyze their lessons, and consider alternative

approaches. This self-reflection helps them refine their

instructional strategies and develop a deeper understanding of

mathematics teaching.

4. The future researchers may use the given result of the study as

their reference and the given information will be used as guide

upon conducting a study related to this.

 62

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Purok Nangka, Provincial Road San Miguel, Digos City

Mobile 09164443953
Email: [email protected]

HERSHEY QUEEN MUEGUE

PERSONAL DATA

Date of Birth: September 08,2001

Place of Birth: Digos City
Civil Status: Single
Religion: Roman Catholic
Height: 158cm
Weight: 42kls.
Fathers Name: Henry Muegue
Mothers Name: Gina Muegue

EDUCATIONAL BACKGROUND

Primary Balutakay Elementary School

Balutakay, Hagonoy Davao del Sur
2012-2013

Secondary Igpit National High

Igpit Digos City
2018-2019

Tertiary Davao del Sur State College

Matti, Digos City
2022-2023
 71

PERSONAL SKILLS

Excellent written and verbal communication skills

Ability to work independently
Proven leadership skills and ability to motivate

AFFILATION:
Name of Organization: Society of Mathematics Enthusiasts
Position: Members
Inclusive Dates; 2020-present