Available Online: 14 May 2022
Ambrose, Benjamin L.*
Bicol University, Legazpi City, Philippines (firstname.lastname@example.org)
Lorente, Richard M.
Bicol University, Legazpi City, Philippines (email@example.com)
This study assessed the Technological Pedagogical and Content Knowledge (TPACK) of selected 70 grade 11 Mathematics teachers in the DepEd Sorsogon which includes the Division of Sorsogon City and Division of Sorsogon Province for the school year 2021-2022. A descriptive correlation method of research was used in this study and with the use of the Survey Questionnaire and Assessment Test (SQAT) determine the profile of grade 11 Mathematics teachers, their TPACK and its correlation between profile and TPACK. The statistical tools utilized were frequency count, percentage, mean percentage score, Chi-square, Pearson r and ETA Coefficient Correlation (η) test statistic to analyze the gathered data. Results of this study revealed that half of the respondents belong to young adult teachers compared to middle-aged teachers, female teachers dominated than male teachers, majority of the respondents are still continuing their master’s degree program, and related trainings and seminars along with seven sub-domains of TPACK; PK, CK, and PCK, have been the top 3 most attended by the respondents compared to other sub-domains. The over-all mastery level on seven sub-domains of TPACK of selected 70 grade 11 Mathematics teachers in Sorsogon DepEd is 49.81% MPS and described as average mastery. Based from the results of the study, educational background and related trainings and seminars have significant correlation to their TPACK. Therefore, an action plan was designed in other to improve teacher’s TPACK.
Keywords: knowledge, grade 11 mathematics teachers, seven sub-domains of TPACK, mastery level, action plan
Cite this article:
Ambrose, B. L., & Lorente, R. M. (2022). Technological Pedagogical and Content Knowledge (TPACK) of grade 11 mathematics teachers. International Journal of Research Studies in Education, 11(12), 35-49. https://doi.org/10.5861/ijrse.2022.320