The Influence of Teachers’ Digital Pedagogical Content Knowledge on Perceived Student Learning Outcomes in Mathematics: The Mediating Role of Instructional Quality

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The purpose of this study was to investigate how mathematics teachers' digital pedagogical content knowledge influences students' perceived learning outcomes. The instructional quality of teachers is interpreted as the link between their digital pedagogical content knowledge (DPACK) and students’ learning outcomes. The study employed a predictive correlational cross-sectional survey design involving 355 pre-tertiary mathematics teachers selected from a population of 2,450. The findings of the study reveal that teachers’ digital pedagogical content knowledge has a significant direct influence on students’ learning outcomes. Furthermore, instructional quality was found to influence students’ learning outcomes and partially mediate the nexus between teachers’ digital pedagogical content knowledge (DPACK) and students' learning outcomes. The study advances the existing body of knowledge by providing a more comprehensive understanding of how teachers’ digital pedagogical content knowledge (DPACK) influences perceived student learning outcomes through the mediating role of instructional quality in the context of pre-tertiary education in Africa.

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