Primary Mathematics School Teachers’ Technological, Pedagogical and Content Knowledge and Learners’ Achievement

Abstract

The goal of this study is to determine the level of primary mathematics school teacher’s Technological Pedagogical and Content Knowledge (TPACK) and the achievement of learners of the selected districts of the Division of Butuan City, Agusan del Norte. The participating teachers were able to complete the survey on the following components namely, technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, technology and pedagogy and content knowledge, and the mathematics achievement level of learners. This study employed descriptive – correlational design to describe the variables and the relationship among them. The results revealed that teachers have high knowledge on the seven components of TPACK and obtained highest average on the technological pedagogical knowledge directly proportional with the mathematics achievement level of the learners. Though teachers showcasing their mastery level of teaching, still they need the support of technology to address the immediate concerns in dealing with the new normal. Thus, teachers may be encouraged to attend conferences, seminar – workshops, and training related to technology specifically training on technology applications that promotes easy techniques in solving word problems in primary grade mathematics.

Application of Technological Pedagogical Content Knowledge (TPACK) in Teaching and Learning for Mathematics Teachers

“…The review also highlights the importance of understanding teachers' TPACK knowledge and its impact on mathematics instructions. For example, Maknun (2022) and Patalinghug and Arnado (2022) contributed to the findings and understanding of effective teaching strategies as the impacts of TPACK knowledge among teachers. Overall, the literature review also points out the need for further research in several areas.…”

“…The study conducted by Patalinghug and Arnado (2022) focused on the TPACK of primary mathematics school teachers and its impact on learners' achievement. This descriptivecorrelational design found that the TPACK of primary mathematics teachers has a strong relationship with learners' achievement.…”