Green, W.L. (2017). Educator technological pedagogical content knowledge and student achievement (Publication No. 10249516) [Doctoral dissertation, University of West Georgia]. ProQuest Dissertations and Theses Global. 

Abstract:

“The purpose of this study was to develop a typology of teachers within the Technological Pedagogical Content Knowledge (TPACK) framework and to identify the groups of teachers that perform better in regards to student achievement as measured by state mandated standardized assessment. A sample of 252 educators from a rural Georgia school district completed a 50- question TPACK survey. The survey data were used as input for k-means cluster analysis, which yielded three teacher profiles: a) High-TPACK, b) Mid-TPACK, and c) Low-TPACK. Demographic data of educators, years of experience, level of education, age, were tabulated by cluster. Results showed that the High-TPACK cluster (N=96) were made up of typically younger teachers, and predominately male. The Mid-TPACK (N=143) cluster skewed older with a majority of female educators. The Low-TPACK cluster (N=14) was made up of educators towards the end of their careers. A chi-square test showed that levels of student achievement differed significantly across the three clusters with a score of χ2(8)= 15.851 with p=.045 due to more students performing at a higher level on standardized assessment from the High-TPACK Cluster. Further, a t-test showed that the average percentage of students meeting and exceeding standards was significantly higher in the High-TPACK cluster than in the Mid-TPACK cluster (t(97)=-3.045, p=.004). 

These results indicate that teachers with higher levels of TPACK have students who perform better on standardized assessment. These teachers’ types consisted of teachers that skewed younger and were more willing to take risks to explore technology integration. Suggestions were made for teacher preparation programs as well as professional development to target skills needed to get all teachers to the level of High-TPACK.”