The Effects of Developing Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Mathematics Students’ Achievement
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Abstract
Technology is an effective intellectual tool which helps in transferring abstract mathematics contents to be more concrete. This research aims to study the level of Technological Pedagogical Content Knowledge (TPACK) of pre-service mathematics teachers and their students’ achievement during the teaching practicum. The samples are three pre-service mathematics teachers of Yala Rajabhat University and 6 groups of their students (192 students). Each pre-service mathematics teacher taught the experimental and control groups in different mathematical contents, then measures the students’ achievement. Qualitative data analysis using content analysis was employed to analyze TPACK level of the pre-service mathematics teachers based on TPACK Developmental Model. Moreover, quantitative data analysis using dependent and independent sample t-test were employed to compare students’ achievement between the experimental and control groups before and after learning. The results showed that there are two pre-service mathematics teachers whose TPACK were identified in level 4 (Exploring) and the other one was identified in level 5 (Advancing), which are considered as good level. Moreover, the post-test and pre-test scores of the three experimental groups students were statistically significant difference at .01 level and post-test of these three groups were higher than their pre-test scores. Additionally, the post-test scores of the three experimental groups students and each control groups were statistically significant difference at .01 level and the post-test scores of these three experimental groups were higher than the post-test scores of each control groups. These finding indicated the effectiveness of technology in teaching and learning.
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