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.