Universal Journal of Educational Research Vol. 8(12A), pp. 7651 - 7659
DOI: 10.13189/ujer.2020.082551
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Cross-sectional Study on Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers

Nancy D. Abunda *
College of Education, Visayas State University, VSU, Visca, Baybay City, Leyte, 6521-A, Philippines


Teachers are best known to play a vital role in the educational system, especially in implementing a new curriculum. Adopting the Philippine's K-12 Curriculum requires continuous monitoring and assessment to ensure its programs' transparent improvement. This study examines the level of TPACK of mathematics preservice teachers (PSTs) and mathematics educators (MTEs) and determines whether a significant difference existed between them. Also, this study will establish a relationship between the MTE's TPACK and their technology integration. The participants of the study include 174 PSTs and 41 MTEs. The research instrument adopted considered central components of mathematical TPACK with Cronbach's alpha of 0.967. Results revealed that the mathematics PSTs had an average TPACK, while the MTEs' TPACK was high. A significant difference existed in the TPACK of PSTs and MTEs, indicating PSTs to be more exposed to learning the interconnections of these three knowledge bases, which can be seen demonstrated by MTEs in their instruction. A significant positive relationship existed between the MTEs' TPACK and their technology integration in class, indicating the regular use of technology in the instructional environment suggested higher TPACK among MTEs. The implications of the findings for practice on the teacher education programs are likewise discussed.

Cross-sectional Study, TPACK, Mathematics Preservice Teachers, Mathematics Educators

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Nancy D. Abunda , "Cross-sectional Study on Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers," Universal Journal of Educational Research, Vol. 8, No. 12A, pp. 7651 - 7659, 2020. DOI: 10.13189/ujer.2020.082551.

(b). APA Format:
Nancy D. Abunda (2020). Cross-sectional Study on Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers. Universal Journal of Educational Research, 8(12A), 7651 - 7659. DOI: 10.13189/ujer.2020.082551.