Pedagogical Content Knowledge and Students’ Cognitive Ability in Physics


This study aimed at determining the impact of the Pedagogical Content Knowledge (PCK) instructions in the Cognitive Ability in Physics of low achieving students as Treatment Group. This used one-way analysis of variance to test the significant differences in Physics’ Pretest and Scores in Physics between the Treatment and Control Groups. Pearson correlation was used for bivariate relationships, while, Multiple Linear Regression Analysis was applied to establish the significant GPA Model in Science of the Grade 7 students as influenced by the five components of the PCK Instructional Model. Findings revealed that the Treatment Group had the High mean rating in the Pedagogical Content Knowledge instructions. The Pretest results favored the Control Group than the Treatment Group with Average and Low levels accordingly. Mean scores in Pretest and Posttest showed positive gains by one level with the Treatment and Control Groups; the Lead in score-points even if they were on the same Average levels. Highly Significant differences in the Science’s Pretest and Posttest were evident in Four Areas according to the two groups. Control Group settled to higher performance the intervention of the PCK Instructions, however, gave positive impact to the students’ learning assessment in the Treatment Group with scores improved from Low to Average. As a result high achieving students had better Cognitive Ability than the Low Achieving ones prior to giving formal lectures in the four areas of Physics.

Author Information
Alberto D. De La Cruz, Philippines

Paper Information
Conference: ACE2015
Stream: Primary and secondary education

This paper is part of the ACE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon