The European Educational Researcher

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

Isaac Davor 1 * ,
Francis Ohene Boateng 1,
Charles Asare 1,
Agnes Benewaah 1
1 Akenten Appiah Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)* Corresponding Author
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The European Educational Researcher, Volume 9, Issue 2, June 2026, pp. 39-63
OPEN ACCESS VIEWS: 10 DOWNLOADS: 5 Publication date: 15 Jun 2026
ABSTRACT
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 Ghana.
KEYWORDS
digital pedagogical content knowledge, instructional quality, perceived student learning outcomes, pre-tertiary mathematics education
CITATION (APA)
Davor, I., Boateng, F. O., Asare, C., & Benewaah, A. (2026). The Influence of Teachers’ Digital Pedagogical Content Knowledge on Perceived Student Learning Outcomes in Mathematics: The Mediating Role of Instructional Quality. The European Educational Researcher, 9(2), 39-63. https://doi.org/10.31757/euer.923
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