Examining the Relationship Between Technological Pedagogical Content Knowledge (TPACK) and Student Achievement Utilizing the Florida Value-Added Model

Abstract

Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service teachers and student achievement measured with each individual teacher's Value-Added Model (VAM) score. The TPACK survey results and a teacher's VAM score were also examined, separately, with respect to teacher attributes. Upon examination of VAM scores and teacher attributes, the subject area, the percentage of economically disadvantaged students at the teacher's school, and the grade level of the teacher were all significantly related to VAM scores. In addition, the TPACK survey results overall and its constructs were examined with teacher attributes. The significant relationships were gender, subject area, the number of certifications, highest degree held by the teacher, years teaching, and teaching in/out of area. The analysis showed no significant relationship between a teacher's VAM score and the TPACK survey overall or its individual constructs.