Effect of Tpack Strategies on Mathematical Ability by Factoring Out Differences of Certain Variables with Ancova

Abstract

The study was intended to focus the main and interaction effects of instructional strategies (TPACK
strategies and activity-oriented method of instruction) and gender, intelligence, learning style on
mathematical ability of higher secondary school students. The experimental method using quasiexperimental non-equivalent pre-test – post-test groups design was used to test the effectiveness of TPCK
Strategies on enhancing the mathematical ability of higher secondary school students. TPCK is a strategy
where epistemological and transformative views proved to be a unique body of knowledge mainly
existing through interaction of its very different knowledge bases (Angeli & Valanides, 2009). Analysis of
Covariance (ANCOVA) was used to give a valid conclusion to the collected and tabulated data. The
findings of the study indicated that, the main effect, TPCK Strategies contribute significantly to enhance
mathematical ability. Further the study gives very significant conclusions that, TPCK Strategies can be
used for enhancing the mathematical ability of higher secondary school students irrespective of their
gender, intelligence and learning style. The results of the study implied that when the groups of students
are heterogeneous, TPCK Strategies could be able to provide the subject knowledge to the learner
according to their individual differences.