Abstract
The current study reports an exploration study of 124 secondary mathematics teachers TPACK. It employs a survey design where a self-reported questionnaire and interviews were used for data collection. Apart from descriptive and inferential statistics including the t-test, effect size, and ANOVA, qualitative findings were presented. Although finding indicate moderate levels of TPACK overall, the actual use of technology for instructional purposes was low. The study recommends the provision of professional development in technology integration for mathematics teachers while addressing gender issues.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
