Application of Technological Pedagogical Content Knowledge Framework to Primary Mathematics Teaching: A Scale Adaptation Study

Year 2018, , 296 - 317, 09.03.2018

Mehmet Hayri Sarı , Ali Bostancıoğlu

https://doi.org/10.30831/akukeg.368836

Cited By: 1

Abstract

The present study aimed to adapt the Technological
Pedagogical and Content Knowledge (TPACK) for mathematics teaching
questionnaire into Turkish for classroom teachers who work in public schools.
There were three stages in the questionnaire adaptation process. The questionnaire’s
language validity was established in the first stage, validity in the second
and reliability in the third stage. 
Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)
have been utilized in establishing the validity of the questionnaire. 372
classroom teachers’ responses have been used in EFA and 310 for CFA. A
four-factor solution emerged as a result of EFA. These factors (in the order of
factor loadings) were named as: 1) Knowledge of Teaching Mathematics with
Technology (KTMT) under which items that belonged to Technological Pedagogical
Knowledge (TPK), Technological Content Knowledge (TCK), and Technological
Pedagogical Content Knowledge (TPCK) sub-sections merged together;  2) Knowledge of Teaching Mathematics (KTM)
under which items that belonged to Pedagogical Content Knowledge (PCK) and
Pedagogy Knowledge (PK) sub-sections merged together as one factor; 3) Content
Knowledge for Mathematics (CKM) which included items from the Content Knowledge
(CK) sub-section; and 4) Technology Knowledge (TK). Those four factors explained
62.20 % of the total variation in the questionnaire. In addition, the results
of CFA suggested a good model fit; NNFI .98, NFI .97, CFI .98, IFI .98, RMR
.06, and RMSEA .07. Cronbach’s Alpha (α) internal consistency and total item
correlations were calculated to establish reliability. The internal consistency
(α) for the whole questionnaire was calculated as .97. The α levels for each
subscale was; .96 for TPACK, .94 for PCK, .89 for CK, and .91 for TK and total
item correlation coefficients were higher than .30. Evaluation of these results
suggests that a valid and reliable Technological Pedagogical Content Knowledge
questionnaire, which consists of 47 items under four subscales (KTMT, KTM, CKM,
and TK), was developed.

Keywords

Technological Pedagogical Content Knowledge, TPACK, technology, primary mathematics, primary school teacher

Teknolojik Pedagojik Alan Bilgisi (TPAB) Modelinin İlkokul Matematik (İM) Öğretimine Uygulanması: Ölçek Uyarlama Çalışması

Abstract

The present study aimed to adapt the Technological
Pedagogical and Content Knowledge (TPACK) for mathematics teaching
questionnaire into Turkish for classroom teachers who work in public schools.
There were three stages in the questionnaire adaptation process. The questionnaire’s
language validity was established in the first stage, validity in the second
and reliability in the third stage. 
Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)
have been utilized in establishing the validity of the questionnaire. 372
classroom teachers’ responses have been used in EFA and 310 for CFA. A
four-factor solution emerged as a result of EFA. These factors (in the order of
factor loadings) were named as: 1) Knowledge of Teaching Mathematics with
Technology (KTMT) under which items that belonged to Technological Pedagogical
Knowledge (TPK), Technological Content Knowledge (TCK), and Technological
Pedagogical Content Knowledge (TPCK) sub-sections merged together;  2) Knowledge of Teaching Mathematics (KTM)
under which items that belonged to Pedagogical Content Knowledge (PCK) and
Pedagogy Knowledge (PK) sub-sections merged together as one factor; 3) Content
Knowledge for Mathematics (CKM) which included items from the Content Knowledge
(CK) sub-section; and 4) Technology Knowledge (TK). Those four factors explained
62.20 % of the total variation in the questionnaire. In addition, the results
of CFA suggested a good model fit; NNFI .98, NFI .97, CFI .98, IFI .98, RMR
.06, and RMSEA .07. Cronbach’s Alpha (α) internal consistency and total item
correlations were calculated to establish reliability. The internal consistency
(α) for the whole questionnaire was calculated as .97. The α levels for each
subscale was; .96 for TPACK, .94 for PCK, .89 for CK, and .91 for TK and total
item correlation coefficients were higher than .30. Evaluation of these results
suggests that a valid and reliable Technological Pedagogical Content Knowledge
questionnaire, which consists of 47 items under four subscales (KTMT, KTM, CKM,
and TK), was developed.

Keywords

teknolojik pedagojik alan bilgisi, TPAB, teknoloji, ilkokul matematik, sınıf öğretmeni

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