KNUST Research Week and Scientific Conference: Empowering Researchers to Achieve Impactful Outcomes

Teaching any subject is a difficult cognitive activity that requires the teacher to apply knowledge. This study examines the measurement of mathematical content knowledge (MCK) among upper primary school teachers in the Atwima Kwanwoma Municipality, Ghana. It also examines the effects it has on students’ academic performance, while identifying challenges in mastering and teaching mathematics. A mixed-methods approach was employed in this study, combining quantitative assessment (questionnaires and cognitive tests developed by the researcher) and qualitative in-depth interviews as data collection instruments. Data were collected from 414 students and 105 teachers across public basic schools, using proportionate stratified sampling and purposive sampling. Findings revealed alarmingly low MCK levels, with 80% of teachers scoring below 50% on a 20-item test covering number and operations, algebraic reasoning, geometry, and real-life problem-solving. A weak, statistically insignificant correlation (r = 0.111, p = 0.259) between teachers’ MCK and students’ performance (mean = 11.9/30) suggests that external influences, such as resource shortages and generalist teaching practices, may be undermining the impact of teachers’ MCK. Findings from the questionnaire and qualitative feedback revealed challenges, including inadequate training (71.4%), insufficient materials (74.3%), and difficulties with the new curriculum (82.8%), compounded by teachers’ lack of specialisation. These findings highlight limitations within Ghana’s generalist teaching in primary education. This misalignment undermines the goals outlined in the 2030 Education Strategic Plan, which emphasises enhancing teacher quality. The study recommends policy shifts toward subject specialisation, enhanced MCK-focused training, and resource provision to improve instructional quality and student outcomes.