Economics education is the pivot of all social sciences(Cameroon GCE Board, 2015). Achievement of Cameroon’s vision 2035 therefore is based primarily on the successful attainment of the objectives of economics education at all levels. Yet, statistics obtained from Statistics Bureau, Cameroon GCE Board indicate that students’ achievement in economics at the GCE Ordinary Level examination is poor. This study was therefore designed to assess whether teachers’ knowledge of economics content influences students’ achievement in economics. The sample used consisted of 03 regional pedagogic inspectors, 08 heads of departments, 33 teachers and 444 students of economics from 8 public schools in Mezam Division. The data collected with the use of questionnaires, observation checklist and interview guide were analysed using partial least square regression approach. The results revealed that teachers’ content knowledge has both a direct and indirect (through teachers’ knowledge of students’ conception) influence on students’ examination scores in economics. The conclusion was that secondary school economics teachers’ content knowledge is an indicator of student achievement in economics but teachers are not well knowledgeable on how to transform the content in some micro and macroeconomics topics. This calls for in-service trainingto equip teachers with the necessary knowledge and skills.
teachers’ content knowledge, students’ achievements
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