This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.
Using a quantitative-comparative design, this study compares the language proficiency of the Senior High School Students of a certain University from the five (5) different strands; Science-Technology-Engineering-Mathematics (STEM), Humanities-Education-Social Sciences (HESS or HUMSS), Business-Accountancy-Management (BAM or ABM), Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) and determine on which of these strands excels in the language proficiency test. There are 40 students randomly selected per strand. They are tested using the Language Proficiency Test in English. The one-way Analysis of Variance was utilized in the study. The findings reveal that there is a significant difference (p<0.05) in the English language proficiency of the students from the five (5) strands. Moreover, the students from the STEM strand excel from the other strands. This further indicates that the STEM students are more superior and developed on the academic literacy, alternative understandings and adequate formulation of theories and concepts in dealing with different variations of linguistics skills.
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