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

Mehmet Hayri SARI; Ali BOSTANCIOĞLU

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

Makale detayları

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

Yazarlar:

Mehmet Hayri SARI | Ali BOSTANCIOĞLU

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim

Dergi:

Journal of Theoretical Educational Science 2018 Vol.11 Issue 2, pp.296-317

Belge Tipi:

Makale

Yayın Tarihi:

3/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000543827

Sıklık:

Üç Aylık

eISSN:

1308-1659

pISSN:

1308-1659

DOI:

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

Özet:

 


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.


.

 


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.


.

Makale detayları

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

Yazarlar: Mehmet Hayri SARI | Ali BOSTANCIOĞLU

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Eğitim

Dergi: Journal of Theoretical Educational Science 2018 Vol.11 Issue 2, pp.296-317

Belge Tipi: Makale

Yayın Tarihi: 3/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000543827

Sıklık: Üç Aylık

eISSN: 1308-1659

pISSN: 1308-1659

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

Sayı

Yazarlar:

Mehmet Hayri SARI | Ali BOSTANCIOĞLU

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim

Dergi:

Journal of Theoretical Educational Science 2018 Vol.11 Issue 2, pp.296-317

Belge Tipi:

Makale

Yayın Tarihi:

3/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000543827

Sıklık:

Üç Aylık

eISSN:

1308-1659

pISSN:

1308-1659

DOI:

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