Modeling the impact of teachers’ digital pedagogical content knowledge (DPACK) on instructional quality and student mathematics achievement

Abstract

The implementation of digital technologies in the teaching of mathematics is still an issue that is not fully addressed, especially in developing educational contexts. This study aims to explore the relationships between teachers’ digital pedagogical content knowledge (DPACK), teachers’ self-efficacy (TSE), teaching quality (TQ), and students’ perceived mathematics achievement (PMA) in the context of Ghanaian Senior High Schools. A concurrent triangulation mixed-methods design was used for the study. Quantitative data were collected from 264 math teachers, while the qualitative data involved 12 semi-structured interviews. The findings revealed that DPACK significantly influences PMA through a direct effect and an indirect effect mediated by teachers’ self-efficacy, accounting for 35.9% of the total effect. In addition, teaching quality was found to significantly influence PMA. The qualitative part of the study also supported the quantitative findings, emphasizing the role of teachers’ confidence as an important factor in the effective implementation of DPACK. This study contributes to the global knowledge pool on the subject by extending the TPACK framework through the validated mediation model.