Bozkurt, E. (2014). TPACK levels of physics and science teacher candidates: Problems and possible solutions. Asia-Pacific Forum on Science Learning and Teaching, 15(2), Article 5. https://www.eduhk.hk/apfslt/v15_issue2/bozkurt/index.htm Abstract: “This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the…
Comments closedTag: academic achievement
Havard, B., Nguyen, G.-N., & Otto, B. (2018). The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement. Education and Information Technologies, 23, 1897–1918. https://doi.org/10.1007/s10639-018-9696-4 Abstract: “The purpose of this study was to determine the impact of technology use and teacher professional…
Comments closedEjoh, D. (2020). Influence of mathematics teachers’ technology use on secondary students’ motivation, attitude, and achievement in Nigeria (Publication No. 28261806) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. Abstract: “Students in Nigeria are not finishing school with the math skills needed for gainful employment and economic self-reliance, possibly due…
Comments closedDhindsa, N. (2020). Teach-to-one blended mathematics’ impact on middle school students’ mathematics achievement [Doctoral dissertation, Walden University]. Walden University ScholarWorks. https://scholarworks.waldenu.edu/dissertations/9482/ Abstract: “Blended learning that integrates computer-assisted instruction with face-to-face instruction is gaining popularity in U.S. middle schools; therefore, the effectiveness of such blended learning models in improving middle school students’ achievement in…
Comments closed