Implication on Effects of Technological, Pedagogical and Content Knowledge (TPACK) Framework Application of Master Teachers on Students’ Performance: Basis for Capacity Building
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 20, Issue 10
Abstract
This aims to identify the implication of Technological, Pedagogical and Content Knowledge (TPACK) Framework on Students’ Performance. Purposive sampling was used to identify the respondent schools, stratified random sampling was used to identify the teacher respondents and proportional sampling was used to identify the student respondents. Technological Knowledge, Based on the combined mean of teachers’ and students’ perception, Master teachers are “Excellent” in “Preparing the instructional materials for different types of learners.” With respect to Pedagogical Knowledge, On the combined weighted mean of Master teachers and students, teachers are “Excellent” in “Acting as facilitator and encourages students’ leadership roles in activities.”. The only “Very Satisfactory” is “Establishing competencies between the lessons and the students’ actual environment.” With respect to Content Knowledge, Based on the combined computed weighted mean of the perception of the two respondents, Master teachers are “Excellent” in nine items with one “Very Satisfactory”. Among the “Excellent” is “Updating the knowledge on the subject matter”. The only “Very Satisfactory” is “Utilizing content-based approaches for individual learner”. The Level of Students’ Academic Performance in terms of Average Grade for the First Quarter is “Very Satisfactory”. The following conclusions were drawn from the study: Both Teacher- respondents and student respondents rated teachers as “Very Satisfactory” in the application of the TPACK framework with respect to Technological Knowledge and “Excellent” with respect to Pedagogical Knowledge and Content Knowledge. Both teachers and students are satisfied with pedagogical approaches and mastery of subjects but needs improvement in technological aspects. The academic performance of students who are exposed to TPACK Framework are very satisfactory. The students’ performance is related to the framework that the teachers use to deliver their lessons since understanding and performance of students depend on materials, strategies and knowledge of the teachers who discuss the lessons and give their activities. The background of teachers on TPACK framework is related to their teaching competencies as they apply this in their teaching. The perceptions of the respondents vary; however the pedagogical knowledge is viewed with significant difference which may refer to the principles in lesson delivery that also vary from one teacher to another. Content knowledge and technological knowledge are viewed the same since the expected competencies are structured and the technical knowledge of the teacher are of the same level. Teachers’ age, sex, strand and highest educational attainment do not affect their utilization of the framework. However, length of service matter since their experience in teaching becomes advantageous. Students’ age and grade level do not affect their academic performance. However, students’ performance may vary depending upon on their sex since motivation, opinion and focus vary according to sex. The most encountered problem of the Senior High School teachers in applying Technological, Pedagogical and Content Knowledge (TPACK) Framework is the need to identify which specific technologies are best suited for addressing specific learning needs of the students. The best practice of the Senior High School Teachers in Applying Technological, Pedagogical and Content Knowledge (TPACK) Framework is creating an engaging learning environment.
Authors and Affiliations
Edgar Ramirez
Keywords
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- EP ID EP760878
- DOI 10.5281/zenodo.11842091
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