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This is a Quantitative Study study.

October 20, 2025Open Access

Technological Knowledge, Pedagogical Knowledge, and Content Knowledge in Relation to Students’ Achievement in Mathematics in the Secondary Schools

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Significant positive correlations exist between teachers' TPACK components and student outcomes, especially with pedagogical knowledge influencing academic achievement.
Teachers exhibited high levels of TPACK, with content knowledge rated highest, followed by pedagogical and technological knowledge.
Students demonstrated proficient academic achievement and high levels of engagement and resilience, indicating effective instructional practices.
Results emphasize the need for continuous professional development and institutional support to optimize technology integration in mathematics instruction.

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Implication

Quantitative correlational study finds positive links between TPACK and student achievement in mathematics, suggesting enhanced teaching methods could improve outcomes.

Cite This Study

Lisondra et al. (2025) studied this question.

synapsesocial.com/papers/68f5a78aab63786de5b45f7a https://doi.org/10.69481/tkpkck

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Implication

Quantitative correlational study finds positive links between TPACK and student achievement in mathematics, suggesting enhanced teaching methods could improve outcomes.

Technological Knowledge, Pedagogical Knowledge, and Content Knowledge in Relation to Students’ Achievement in Mathematics in the Secondary Schools

Key Points

Discussion

Implication

Cite This Study

Technological Knowledge, Pedagogical Knowledge, and Content Knowledge in Relation to Students’ Achievement in Mathematics in the Secondary Schools

Key Points

Discussion

Implication

Cite This Study