Testing Teacher TPACK as a Boundary Condition in Offline Video-Supported Instruction: Evidence From Low-Resource Ghanaian Schools

This study examined whether teachers’ perceived Technological Pedagogical Content Knowledge (TPACK) functions as a boundary condition on the relationship between students’ perceived effectiveness of offline video tutorials and student-reported learning outcomes in low-resource Senior High Schools in Ghana. The study employed a quantitative approach utilising a non-experimental, cross-sectional correlational design. Seven low-resource schools and eligible in-service English Language, Mathematics, and Science teachers were purposively selected, while students were randomly sampled from participating teachers’ classes. Valid responses were obtained from 97 teachers who reported their perceived TPACK and 547 students who reported their perceived effectiveness of offline video tutorials and learning outcomes. Because students were nested within teachers, intraclass correlation coefficients and within-group agreement statistics were used to justify aggregation for the teacher-level moderation analysis. The relationship between perceived effectiveness and student-reported learning outcomes was examined using the student-level dataset, while hierarchical moderated regression was conducted on the aggregated teacher-level dataset, controlling for subject area. Students’ perceived effectiveness of offline video tutorials was strongly and positively associated with student-reported learning outcomes, r = .716, p < .001, 95% CI [.673, .755]. However, the interaction between perceived effectiveness and teachers’ perceived TPACK was not statistically significant, B = 0.1065, β = .0531, p = .279. Thus, teachers’ perceived TPACK did not significantly condition the relationship between students’ perceived effectiveness and reported learning outcomes. The findings suggest that offline video tutorials can serve as practical instructional resources in low-resource schools, but ICT-in-education policy and teacher professional development should move beyond device provision and perceived competence by placing greater emphasis on how TPACK is enacted in classroom practice.