Impact of Learning Management Systems and Digital Skills on TPACK Development Among Pre-service Mathematics Teachers

Muh Fitrah; Caly  Setiawan; Widihastuti Widihastuti; Anastasia  Sofroniou; Nur  Azizatur Rahmawati; Arina  Arina; Sri  Ratna Sari; Iskandar  Iskandar

doi:10.48161/qaj.v5n1a1392

Authors

Muh. Fitrah Department of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
Caly Setiawan Department of Physical Education, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
Widihastuti Department of Fashion and Food Technology Education, Faculty of Engineering, Universitas Negeri Yogyakarta 55281, Indonesia;
Anastasia Sofroniou School of Computing and Engineering, University of West London, St. Mary’s Road, London W5 5RF, United Kingdom;
Nur Azizatur Rahmawati Faculty of Social Sciences, Law, and Politics, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
Arina Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
Sri Ratna Sari Faculty of Social Sciences, Law, and Politics, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia;
Iskandar Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia.

DOI:

https://doi.org/10.48161/qaj.v5n1a1392

Abstract

The technological era has significantly impacted the quality of mathematics education. In reality, the frequency of technology usage in the classroom is minimal, and teachers continue to face challenges when utilizing learning management systems (LMS). Therefore, the purpose of this study is to identify the impact of LMS on the development of technological pedagogical content knowledge (TPACK) and digital skills of pre-service mathematics teachers. This mixed-methods study, employing an exploratory approach, involved 76 pre-service mathematics teachers (22 males, 54 females). Data was collected through questionnaires and interviews and subsequently compiled using Microsoft Excel and saved in CSV format. The data were then analyzed using Jamovi software version 2.4.8.0. Findings show that digital skills significantly influence TPACK development (β = 0.63, p < 0.001), more so than LMS usage (β = 0.49, p < 0.001), with a combined explanatory power of 65% (R² = 0.65). Higher digital skills improve pre-service teachers' ability to integrate technology into pedagogy and content. Additionally, final-year pre-service teachers show greater competencies. Male pre-service teachers generally exhibit higher digital skills than females (p < 0.001), influencing their capacity to effectively use digital tools in teaching. The strong correlation between digital skills and LMS usage (Spearman’s ρ = 0.86) underscores the need for structured digital competency development in teacher education. These findings emphasize the importance of fostering digital literacy and technology-integrated practicum experiences in mathematics instruction. Universities and school administrators should implement targeted training programs to enhance LMS utilization and help pre-service teachers develop strong TPACK competencies.

Downloads

Download data is not yet available.

References

Lee, S., Lee, J.-H., & Jeong, Y. (2022). The effects of digital textbooks on students’ academic performance, academic interest, and learning skills. Journal of Marketing Research, 60(4), 792–811.

Shaame, A. A., Anatory, J. R., Osaki, K. M., & Mrutu, S. I. (2020). Exploring a learning management system as a way to improve students’ understanding of geometry in secondary schools. Africa Education Review, 17(4), 17–40.

Sulisworo, D., & Toifur, M. (2016). The role of mobile learning on the learning environment shifting at high school in Indonesia. International Journal of Mobile Learning and Organisation, 10(3), 159.

Mirfani, A. M. (2019). The challenges of implementing ICT in the Indonesia national education system of the industrial revolution era 4.0. Journal of Physics: Conference Series, 1387(1), 12118.

Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860.

Febrianto, P. T., Mas’udah, S., & Megasari, L. A. (2020). Implementation of online learning during the COVID-19 pandemic on Madura Island, Indonesia. International Journal of Learning, Teaching and Educational Research, 19(8), 233–254.

Bueno, R. W. da S., & Niess, M. L. (2023). Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses. Computers & Education, 205, 104895.

Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia - Social and Behavioral Sciences, 2(2), 2707–2711.

Çetin, İ., & Erdoğan, A. (2018). Development, validity and reliability study of technological pedagogical content knowledge (TPACK) efficiency scale for mathematics teacher candidates. International Journal of Contemporary Educational Research, 5(1), 50–62.

Zelkowski, J., Odom-Bartel, R., & Gray, J. (2024). Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a computer science add-on endorsement. Journal of Research on Technology in Education.

Morales-López, Y., Chacón-Camacho, Y., & Vargas-Delgado, W. (2021). TPACK of prospective mathematics teachers at an early stage of training. Mathematics, 9(15).

Stein, H., Gurevich, I., & Gorev, D. (2020). Integration of technology by novice mathematics teachers – what facilitates such integration and what makes it difficult? Education and Information Technologies, 25(1), 141–161.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19.

Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109–1121.

Pérez-Suay, A., Van Vaerenbergh, S., Diago, P. D., Pascual-Venteo, A. B., & Ferri, F. J. (2023). Data-driven modeling through the Moodle learning management system: An empirical study based on a mathematics teaching subject. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 18(1), 19–27.

Ojeda-Castro, Á. M., Murray-Finley, P. R., Sánchez-Villafañe, J., Sharma, M. M., & Rivera-Collazo, Á. (2013). The effectiveness of using the educosoft learning management system to teach math in Puerto Rico. Issues in Information Systems, 14(2).

Widodo, S. (2017). Implementing Google Apps for Education as learning management system in math education. Journal of Physics: Conference Series, 895, 12053.

Csiba, P., & Vajo, P. (2024). Problems and challenges of using randomized automatically evaluating geometric construction problems in Moodle LMS. AIMS Mathematics, 9(3), 5234–5249.

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-Google Classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158.

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944–963.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Figg, C., & Jaipal, K. (2012). TPACK-in-practice: Developing 21st-century teacher knowledge. Society for Information Technology & Teacher Education International Conference, 4683–4689.

Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022). Teaching mathematics with technology: TPACK and effective teaching practices. Education Sciences, 12(2).

Helsa, Y., Turmudi, & Juandi, D. (2023). TPACK-based hybrid learning model design for computational thinking skills achievement in mathematics. Journal on Mathematics Education, 14(2), 225–252.

Kartal, B., & Çınar, C. (2024). Preservice mathematics teachers’ TPACK development when they are teaching polygons with GeoGebra. International Journal of Mathematical Education in Science and Technology, 55(5), 1171–1203.

Li, M., Saralar-Aras, İ., Türker-Biber, B., Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., Viera, J., Helsa, Y., Turmudi, Juandi, D., … Njiku, J. (2024). Teaching mathematics with technology: TPACK and effective teaching practices. Education and Information Technologies, 14(2), 225–252.

Niswah, P. U., & Dewi, N. R. (2024). Development of E-Worksheet with the TPACK approach to train students’ digital literacy and higher order thinking skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3473–3485.

Njiku, J. (2023). Assessing the development of mathematics teachers' TPACK through an observation rubric. Education and Information Technologies, 29(2), 2043–2066.

Saralar-Aras, İ., & Türker-Biber, B. (2024). Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development. Education and Information Technologies.

Saygılı, H., & Çetin, H. (2021). The effects of learning management systems (LMS) on mathematics achievement: A meta-analysis study. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 15(2), 341–362.

Hadi, T. S., Mastur, Z., Wardono, & Khotimah. (2021). Implementation of learning management system (LMS) in mathematics learning. Journal of Physics: Conference Series, 1918(4), 42106.

Van Vaerenbergh, S., & Pérez-Suay, A. (2022). Intelligent learning management systems. Advances in Higher Education and Professional Development, 206–232.

Furqon, M., Sinaga, P., Liliasari, L., & Riza, L. S. (2023). The impact of learning management system (LMS) usage on students. TEM Journal, 1082–1089.

Qushem, U. Bin, Christopoulos, A., & Laakso, M.-J. (2022). Learning management system analytics on arithmetic fluency performance: A skill development case in K6 education. Multimodal Technologies and Interaction, 6(8), 61.

Volkov, A., Rishko, Y., Kostyukhin, Y., Sidorova, E., Boboshko, D., Savinova, D., & Ershova, V. (2022). Using digital tools to teach soft skill-oriented subjects to university students during the COVID-19 pandemic. Education Sciences, 12(5), 335.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.

Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning.

de-Torres, E., Canaleta, X., Fonseca, D., & Alsina, M. (2024). Automated monitoring of human-computer interaction for assessing teachers’ digital competence based on LMS data extraction. Sensors (Basel, Switzerland), 24(11), 3326.

Pratama, W. P., Wibowo, W., Astriawati, N., Iryanti, H. D., & Arroyo, E. T. (2023). Developing cadets’ soft skills through project-based learning in Moodle LMS. Journal of Engineering Education Transformations, 36(4), 128–139.

Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education: Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25–33.

Monteiro, A., & Leite, C. (2021). Digital literacies in higher education: Skills, uses, opportunities and obstacles to digital transformation. Revista de Educación a Distancia (RED), 21(65).

Zabolotniaia, M., Cheng, Z., Dorozhkin, E., & Lyzhin, A. (2020). Use of the LMS Moodle for an effective implementation of an innovative policy in higher educational institutions. International Journal of Emerging Technologies in Learning, 15(13).

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications.

Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20.

Retnawati, H. (2016). Validitas reliabilitas dan karakteristik butir (Validity, reliability, and item characteristics). Yogyakarta: Parama Publishing.

DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage Publications.

Fox, J. (2020). Car: Companion to applied regression. R Package.

Revelle, W. (2023). Psych: Procedures for psychological, psychometric, and personality research. R Package Version, 2(9).

The jamovi project. (2023). Jamovi version 2.4 (Computer Software). www.jamovi.org.

Lahman, M. K. E., Rodriguez, K. L., Moses, L., Griffin, K. M., Mendoza, B. M., & Yacoub, W. (2015). A rose by any other name is still a rose? Problematizing pseudonyms in research. Qualitative Inquiry, 21(5), 445-453.

Getenet, S. T. (2017). Adapting technological pedagogical content knowledge framework to teach mathematics. Education and Information Technologies, 22(5), 2629–2644.

Sarkar, M., Gutierrez-Bucheli, L., Yip, S. Y., Lazarus, M., Wright, C., White, P. J., Ilic, D., Hiscox, T. J., & Berry, A. (2024). Pedagogical content knowledge (PCK) in higher education: A systematic scoping review. Teaching and Teacher Education, 144, 104608.

Dockendorff, M., & Zaccarelli, F. G. (2024). Successfully preparing future mathematics teachers for digital technology integration: A literature review. International Journal of Mathematical Education in Science and Technology, 1–32.

Drijvers, P., & Sinclair, N. (2024). The role of digital technologies in mathematics education: Purposes and perspectives. ZDM – Mathematics Education, 56(2), 239–248.

Gumiero, B. S., & Pazuch, V. (2024). Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. Pedagogical Research, 9(2), em0200.

Haşlaman, T., Atman Uslu, N., & Mumcu, F. (2024). Development and in-depth investigation of pre-service teachers’ digital competencies based on DigCompEdu: A case study. Quality & Quantity, 58(1), 961–986.

Alieto, E., Abequibel-Encarnacion, B., Estigoy, E., Balasa, K., Eijansantos, A., & Torres-Toukoumidis, A. (2024). Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines. Heliyon, 10(2), e24282.

Bagacina, E., Kilag, O. K., Andrin, G., Vidal, E., Ondog, J., & Lopez, S. (2024). Digital transformation in numeracy education: A study on teaching, learning, and leadership perspectives. Excellencia: International Multi-Disciplinary Journal of Education, 2(1), 133–143.

Nurzhanova, S., Stambekova, A., Zhaxylikova, K., Tatarinova, G., Aitenova, E., & Zhumabayeva, Z. (2024). Investigation of future teachers’ digital literacy and technology use skills. International Journal of Education in Mathematics, Science and Technology, 12(2), 387–405.

Schreiter, S., Friedrich, A., Fuhr, H., Malone, S., Brünken, R., Kuhn, J., & Vogel, M. (2024). Teaching for statistical and data literacy in K-12 STEM education: A systematic review on teacher variables, teacher education, and impacts on classroom practice. ZDM – Mathematics Education, 56(1), 31–45.

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey. Journal of Computer Assisted Learning.

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68(1), 319–343.

Hu, H. (2015). Building virtual teams: Experiential learning using emerging technologies. E-Learning and Digital Media, 12(1), 17–33.

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944–963.

Ong, Q. K. L., & Annamalai, N. (2024). Technological pedagogical content knowledge for twenty-first century learning skills: The game changer for teachers of industrial revolution 5.0. Education and Information Technologies, 29(2), 1939–1980.

İdil, F. H., & Narlı, S. (2022). A research on the interaction between technological pedagogical content knowledge and content knowledge for teaching of mathematics teacher candidates. E-Uluslararası Pedandragoji Dergisi, 2(1), 33–47.

León-Pérez, F., Bas, M.-C., & Escudero-Nahón, A. (2020). Self-perception about emerging digital skills in higher education students. Comunicar, 28(62), 91–101.

Ben Youssef, A., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and students’ academic performance: Exploring the digital divide. Information, 13(3), 129.

Omeh, C. B., Olelewe, C. J., & Nwangwu, E. C. (2024). Fostering computer programming and digital skills development: An experimental approach. Computer Applications in Engineering Education, 32(2), e22711.

Hernández-García, Á., Cuenca-Enrique, C., Del-Río-Carazo, L., & Iglesias-Pradas, S. (2024). Exploring the relationship between LMS interactions and academic performance: A learning cycle approach. Computers in Human Behavior, 155, 108183.

Mohd Kasim, N. N., & Khalid, F. (2016). Choosing the right learning management system (LMS) for the higher education institution context: A systematic review. International Journal of Emerging Technologies in Learning (IJET), 11(06), 55.

Bernacki, M. L., Vosicka, L., Utz, J. C., & Warren, C. B. (2021). Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics. Journal of Educational Psychology, 113(6), 1107–1125.

Joshi, D. R., Adhikari, K. P., Khanal, J., & Belbase, S. (2023). Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom. Contemporary Educational Technology, 15(4), ep454.

Balderas, A., De-La-Fuente-Valentin, L., Ortega-Gomez, M., Dodero, J. M., & Burgos, D. (2018). Learning management systems activity records for students’ assessment of generic skills. IEEE Access, 6, 15958–15968.

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588.

Wang, Z., & Chu, Z. (2023). Examination of higher education teachers’ self-perception of digital competence, self-efficacy, and facilitating conditions: An empirical study in the context of China. Sustainability, 15(14), 10945.

Mirķe, E., Cakula, S., & Tzivian, L. (2019). Measuring teachers-as-learners’ digital skills and readiness to study online for successful e-learning experience. Journal of Teacher Education for Sustainability, 21(2), 5–16.