The Effects of Integrated Technology-Based Approach and Peer Coaching in Teaching Geometry: A Closer Look At Teachers’ Tpack and Students’ Understanding

Abstract

Aim/PurposeTo study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning  geometry in secondary level. Background Teachers have confronted with difficulties while applying technology in classroom teaching. The need of cooperation with others under the peer coaching which supports and encourages teachers in generating ideas for improving classroom teaching is the key to improve their designing of the integrated technology-based approach lessons to promote and support an effective teaching and learning of geometry. Methodology Participants were three in-service teachers and one pre-service teacher who had taught geometry in grade 7 and samples were thirty-two seventh-grade students of a school in Yala, Thailand. Questionnaire and open-ended         questions were used for assessing teachers’ development of TPACK while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated technology-based approach lesson plans under the peer coaching process. Descriptive statistics and a Developmental Model for TPACK were used for assessing teacher’s TPACK while paired-samples t test and one-sample t test were used to determine students’ understanding in geometry. ContributionThis research fulfills the effectiveness of geometry teaching and learning process by integrating old and new technologies to design new technology-based approach under the process of peer coaching. The contribution in this study not only enhanced students’ learning in geometry, but teachers also received feedback for developing and improving their essential skills which are important for using technologies in teaching practice and developing their TPACK. Findings  The teacher participants’ development of TPACK levels improved after the process of peer coaching. The students enhanced their understanding in      learning geometry after the use of the integrated technology-based approach lesson plans under the process of peer coaching. Recommendations  for Practitioners Practitioners can select the three alternative types of technologies in the integrated technology-based approach lesson plans based on context and school’s readiness, teachers, and students which should concentrate to an        effective geometry learning for students. Recommendations  for Researchers Researchers should investigate the effects of appropriate, modern, and easily-accessible technologies integrating with peer coaching process to improve an effective of geometry learning. Impact on Society   This research indicated the effectiveness of students’ geometry learning that showed the remarkable impact on supporting students in learning visualization. It considers as meaningful learning experience that they could use technologies for their learning. A solid foundation on geometry through a meaningful representation that they acquired during learning enabled them to solve real life problems in their society in the future. Future Research Researchers should investigate the effects of the integrated technology-based approach and the peer coaching process in teaching and learning geometry in higher level and in other different topics..