Assessment on the Technological, Pedagogical and Content Knowledge (TPACK) of select Mathematics teachers [manuscript] : Towards teaching effectiveness / Janet A. Lingad.

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The study employed descriptive survey analysis to determine whether there is significant difference in the technological, pedagogical and content knowledge (TPACK) of selected Mathematics teachers based on their demographic and work-related profiles. The participants were 108 mathematics teachers chosen randomly from 16 public high schools in the first district of Bataan-the restrictions that limit the generalization of results. The investigation was done in two months, within the fourth term of School Year, 2016-2017. The participants were surveyed using an adopted TPACK questionnaire. The model by Mishra and Koehler was the main theoretical basis for the interpretation of results. Percentage, mean, standard deviation, and One-way Analysis of Variance were applied in the statistical analyses using the Statistical Package for the Social Sciences by IBM version 20.0. The study found that the Mathematics teachers in the first district of Bataan have a good TPACK or the intuitive understanding of the complex interplay between their knowledge of Mathematics content, pedagogy, and the latest in Information and Communication Technologies (ICT). This grasp differs across their experience in the teaching field, and their readiness and confidence to teach Mathematics with the latest ICT tools; but does not in terms of age, sex, teaching load, additional designation, educational level, and the extent of acquired ICT-related in-service trainings. These differences and non-differences have an implication to mathematics teaching effectiveness. Since age, sex, teaching load, and additional designation were found non factors, any bias on them in terms of TPACK-enhancing trainings opportunities is vii unfounded. Meanwhile, since educational level was found a non-factor, it was inferred that the quality of the TPACK-enhancing trainings in formal schooling is suffering for stagnation, and hence, must be attended. Similarly, since the Mathematics teachers' ICT related in-service trainings was found a non-factor, it was suggested that their quality must be evaluated. Lastly, since the teachers' readiness and confidence to handle Mathematics with technology were found factors, it was suggested that strategies that must be planned to further improve them. The study recommended the following: Review the TPACK-enhancing trainings being delivered by DepEd-Bataan, and of the professional and computer education subjects being offered in the province's teacher education institutions (comparatively from baccalaureate up to the doctorate level). The review can be in the form of an independent action or institutional research and must be anchored on the national competency-based teachers' standards; Maximize the expertise of local school teachers who are adept in using technology in teaching Mathematics via -teacher mentorship programs.‖ ; Aggressively pursue partnerships with public and private agencies to setup / improve Internet access, create digital libraries, and put up multimedia-oriented classrooms in school so that teachers can practice well their ICT skills educationally, not clerically ; Revisit the Licensure Examination for Teachers (LET). TPACK aspects must be incorporated well and appropriately in all majors; and similar researches that will involve the Mathematics teachers' perceived ICT proficiency and self-efficacy.