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Relationship of TPACK, motivation, self-regulation, and learning performance on preservice primary school teachers

Year: 2024

Type: article

Abstract: Technological development could enable pre-service teachers to adopt web design with strong pedagogy, however adaptation requires still unclear an explicit exploration of the factors. This study aimed to identify the effect of technological pedagogical content knowledge (TPACK) on motivation, self-regulation, and learning achievement. It surveyed 406 pre-service teachers from 12 higher education institutions in Indonesia. Data validity and reliability were checked using an exploratory factor, confirmatory, and part analyses. The partial least squares structural equation modelling (PLS-SEM) results showed that TPACK has the most significant role in learning motivation. The result shows that technology integration knowledge also significantly affects self-regulated learning (SRL). In addition, pre-service teachers’ TPACK supports their learning motivation to use the web, as well as their academic achievement. Moreover, most students’ achievements were constructed by TPACK, learning motivation, and self-regulation. This study implies that the instructor should clarify the project mission and the inquiry system activities in the educational technology course.

Source: International Journal of Evaluation and Research in Education (IJERE)

DOI: 10.11591/ijere.v14i1.30144

Authors: M. Anas Thohir, Fitri April Yanti, Rif’ati Dina Handayani, Lilia Halim

Institutions: State University of Malang, University of Bengkulu, Universitas Jember, National University of Malaysia

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4404583641

FWCI: 2.581

Cites:

Cited by: 2

Related to: 10