Identifying the Relationship Between Content Knowledge and Pedagogical Knowledge at the University Level
Abstract
Investigating the impact of teachers' expertise in subject matter and teaching methods on student performance in higher education is a crucial research topic in the field of education. Although much study has been conducted on these aspects in elementary and secondary education, there is still a need for a thorough investigation of their collective impacts in the university setting. This research addresses this deficiency by examining the influence of instructor topic knowledge and pedagogical abilities on student success in higher education. This study uses a casual comparative research design to attain its aims, using a descriptive and quantitative technique. A dataset was obtained from Bahauddin Zakariya University Multan, consisting of 592 individuals who were either university students or staff members. The survey included demographic data and 30 questions that covered the teacher's understanding of the subject matter, teaching methods, and student performance. After being collected, the data were inputted into the Statistical Package for Social Sciences (SPSS) programto conduct statistical analysis. Data analysis included using mean, standard deviation, frequencies, percentages, correlation, and regression analysis. Most instructors overwhelmingly agreed that the level of accomplishment of university students is significantly impacted by the teacher's depth of expertise in the subject matter and their ability to teach effectively. Nevertheless, the regression analysis revealed that the results did not attain statistical significance (p > 0.05), indicating a lack of significant influence between instructor subject knowledge, pedagogical abilities, and student accomplishment at the university level. Teachers are advised to talk with their students about lesson design, classroom management, and assessment procedures to improve their teaching effectiveness and student results.
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