TPACK Correlates Mathematics Teachers’ Performance in the selected Private Higher Education Institutions (PHEIS)
1Niña Bienna Marie Y. Monterde, 12Felix M. Diano Jr.
1College of Education, University of the Visayas, Cebu City, Philippines
2Graduate School of Education, University of the Visayas, Cebu City, Philippines
Email: [email protected]
ORCID: https://orcid.org/0000-0002-9460-2162
DOI: https://doi.org/10.56738/issn29603986.geo2023.4.41
Abstract
Technological pedagogical content knowledge (TPACK) is a framework that views teachers’ knowledge necessary for curriculum design and instruction focused on preparing their students for thinking and learning mathematics with digital technologies. TPACK is essential for Mathematics teachers as it enables them to effectively integrate technology into their teaching practices. This study investigated the correlation between Mathematics teachers’ TPACK competencies and their teaching performance in selected higher education institutions (HEIs). This study utilized a descriptive-correlational design with 120 randomly selected participants. The data collected were analyzed using Linear Regression analysis to determine the relationship between TPACK competencies and teaching performance. The findings revealed that teachers’ TPACK competencies are significantly related to their performance in teaching Mathematics. The study’s findings have significant implications for Mathematics education and teacher training programs. Mathematics teachers must develop their TPACK competencies to effectively integrate technology into their teaching practices. Teacher training programs should focus on developing Mathematics teachers’ TPACK competencies to improve Mathematics teaching. The study’s methodology can be replicated in other contexts to investigate the relationship between TPACK competencies and teaching performance in Mathematics education.
Keywords: TPACK, mathematics, instruction, teaching performance, HEIs
Academic Profile
Niña Bienna Marie Y. Monterde is a professional teacher with a Bachelor of Elementary Education, majoring in General Education, Cum Laude, from the University of the Visayas in 2018. She is pursuing a Master of Arts in Education degree, majoring in Mathematics, at the same university. Monterde holds a license as a professional teacher and a Certificate of Eligibility from the Civil Service Commission, which reflects her commitment to her profession. She has gained teaching experience through various roles at the University of the Visayas. She is currently the BEED Program Coordinator and an Instructor at the College of Education, where she has been working since 2019. Her dedication to her profession is evident in her previous role as an SHS Teacher in the Basic Education Department of the same university from February to June 2019. Monterde’s research work like “Discovery Approach in Teaching Mathematics among Grade Six Students” has been recognized and published in the Solid-State Technology journal in 2021; Monterde has also presented her research work at various conferences, including the Regional Research Conference and the 3rd Undergraduate Research Conference, held at the University of the Visayas in Cebu City, Philippines. Her research work was recognized at the Regional Research Conference in August 2019, where she was awarded an Outstanding Research Presenter. Monterde’s academic background, experience in teaching and education, and research work make her an asset to the University of the Visayas and the field of Mathematics education.