Teachers’ Arithmetic Pedagogical Content Knowledge (PCK) and Students’ Achievement in Word Problem-Solving

Teachers’ understanding of arithmetic Pedagogical Content Knowledge (PCK) is key for effective math instruction. It has a significant impact on students’ learning outcome, especially in problem-solving. Research suggests that the success of students in tackling word problem is greatly influenced by effective teaching methods. Hence, using quantitative descriptive design, this study collected and measured data on teachers’ arithmetic PCK and students’ achievement in word problem-solving of Southern Cebu Districts. Fifty teachers and fifty students answered the survey and test questionnaires. Results indicated that most of the teachers were female (92%), aged 44-50 (26%), as well as the aged 51-above (26%), and designated in Teacher III position (46%). Teachers exhibited high confidence in their arithmetic pedagogical content knowledge, particularly in using varied teaching strategies, appropriate examples, and assessment practices. However, they faced challenges in real-time lesson adjustment, in-depth mathematical understanding, promoting higher-order thinking, and integrating digital tools due to structural, training, and resource constraints. It shows the students' performance, revealing that majority of them (50%) performed at the poor level (60-65) score range, representing the highest frequency (25) among all categories. This was followed by the students who achieved satisfactory performance (22%), fairly satisfactory (16%), and very satisfactory (12%). Notably, no attained the outstanding level (91-100). On the other hand, the teachers’ high Arithmetic Pedagogical Knowledge (PCK), students’ word problem-solving performance remained low, indicating a gap between instructional competence and learner achievement. This study recommends enhanced teacher training, integration of technology-supported instruction, and learner-centered interventions to improve students’ word problem-solving skills.