The Effects of Integrated Technology-based Approach and Peer Coaching in Teaching Geometry: A Closer Look at Teachers’ TPACK and Students’ Understanding

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Lilla Adulyasas et. al.

Abstract

The technological pedagogical content knowledge (TPACK) framework has been used widely in mathematics education in various contexts. However, teachers may confront with difficulties while applying technology in classroom teaching and need to cooperate with others in designing and implementing technology-based lesson for an effective teaching and learnin The technological pedagogical content knowledge (TPACK) framework has been used widely in mathematics education in various contexts. However, teachers may confront with difficulties while applying technology in classroom teaching and need to cooperate with others in designing and implementing technology-based lesson for an effective teaching and learning. Peer coaching is one of the cooperating process which supports and encourages teachers in generating ideas for improving classroom teaching. This research aimed to study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry of secondary level. The participants were three in-service teachers and one pre-service teacher who had taught geometry in seventh grade in a school in Yala, Thailand and the samples were thirty-two seventh grade students in the school. The researcher employed questionnaire and open-ended questions for assessing teachers’ TPACK, while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated approach. Data were collected under the peer coaching process for assessing teachers’ TPACK during designing and implementing the integrated approach in teaching geometry. Pre-test and post-test were given to the students before and after learning respectively. Descriptive statistics was used to describe teacher’s TPACK while a developmental model for TPACK was used as a lens for examining the teacher’s TPACK. In addition, paired-samples t test and one-sample t test were used to determine students’ understanding in geometry. Findings revealed that the designing and implementing of the integrated approach for teaching geometry under the peer coaching process enabled teachers to enhance their TPACK and the students to improve their understanding in learning geometry. The implications of this research are provided along with suggestions.g. Peer coaching is one of the cooperating process which supports and encourages teachers in generating ideas for improving classroom teaching. This research aimed to study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry of secondary level. The participants were three in-service teachers and one pre-service teacher who had taught geometry in seventh grade in a school in Yala, Thailand and the samples were thirty-two seventh grade students in the school. The researcher employed questionnaire and open-ended questions for assessing teachers’ TPACK, while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated approach. Data were collected under the peer coaching process for assessing teachers’ TPACK during designing and implementing the integrated approach in teaching geometry. Pre-test and post-test were given to the students before and after learning respectively. Descriptive statistics was used to describe teacher’s TPACK while a developmental model for TPACK was used as a lens for examining the teacher’s TPACK. In addition, paired-samples t test and one-sample t test were used to determine students’ understanding in geometry. Findings revealed that the designing and implementing of the integrated approach for teaching geometry under the peer coaching process enabled teachers to enhance their TPACK and the students to improve their understanding in learning geometry. The implications of this research are provided along with suggestions.

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How to Cite
et. al., L. A. (2021). The Effects of Integrated Technology-based Approach and Peer Coaching in Teaching Geometry: A Closer Look at Teachers’ TPACK and Students’ Understanding. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 5695–5708. Retrieved from https://turcomat.org/index.php/turkbilmat/article/view/2244 (Original work published April 11, 2021)
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