The effects of the GPAS 5 steps and TPACK model on learning achievement and mathematical connection skills in sequences and series among grade 11 students

This quasi-experimental study aimed to investigate the effects of GPAS 5 Steps and TPACK-based instructional activities on Grade 11 students’ learning achievement and mathematical connection skills in the topic of sequences and series. A total of control group 40 students and experimental group 40 students from a public secondary school in northeastern Thailand were assigned to either an experimental group receiving GPAS 5 Steps and TPACK-based instruction or a control group receiving traditional instruction. Research instruments included a learning achievement test, a mathematical connection ability test, and a satisfaction questionnaire. Data were analyzed using MANOVA, followed by univariate ANOVA. The results revealed that students taught through the GPAS 5 Steps and TPACK model significantly outperformed those in the traditional group in both learning achievement (p = .01) and mathematical connection skills (p = .001). Additionally, students in the experimental group reported a high level of satisfaction with the instructional approach, particularly in areas related to teacher preparedness, engagement, and opportunities for independent problem-solving. These findings highlight the comparative advantage of the GPAS 5 Steps and TPACK model in enhancing both cognitive and affective learning outcomes in mathematics education. The study contributes empirical evidence supporting the integration of technological, pedagogical, and content knowledge in secondary-level instruction.