TEACHING KNOWLEDGE AND PERFORMANCE OF STUDENTS IN BUSINESS ADMINISTRATION UNDERGRADUATE DEGREES IN BRAZIL

Abstract

The quality of education can be improved by investing in and strengthening teachers' skills. However, research on teaching knowledge (TPACK Model) and its relationship with student performance in higher education are scarce. The objective of this research was to investigate the relationships between technological, pedagogical and content knowledge of teachers and student performance in higher education. Quantitative approach using a Bayesian regression model to analyze secondary data from the National Student Performance Examination (ENADE) of business administration undergraduate degrees at Brazilian universities (24.418 students). The findings demonstrate that there is a positive association between professors' technological knowledge and professors' content knowledge and student performance, however, the association is negative when the relationship is between professors' pedagogical knowledge and student performance. The main contribution was the reflection on the importance of teaching knowledge in relation to student performance in higher education, based on a model that aims at the successful integration of technology in teaching, which can provide opportunities for the development of governmental and institutional actions for teacher training aimed at improving teaching practice, student performance and the perceived quality of Higher Education Institutions.