Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 6 no. 8 (2023)

Technological Pedagogical and Content Knowledge of College Teachers and Its Influence on the Academic Performance of Pre-service Teachers

Ronel Nugal | Jessica Morales | Rodney Soreen Dayday | Gabrele Cubero

Discipline: Education

 

Abstract:

This study anchored by TPACK framework and the three theories which are the self-determination theory of Ryan and Deci, the theory of constructivism and the theory of Connectivism by Seiemen and Downes. To confirm this, the researchers made a self-administered questionnaire on the extent of influence of TPACK and its influence on the respondents’ academic performance. The PSTs were chosen to participate in the study using a purposive random sampling method because they were assumed to have the highest level of influence to the technology towards their academic performance. The study employed a descriptive-correlational method of the quantitative approach to determine the relationship of the two variables. The mean scores of the holistic development of students were analyzed according to the performance survey of the PSTs. The study revealed that technology did not fully influence the academic performance of the pre-service teachers. The study also revealed that there were no significant results between technologies towards the PSTs performance in academics, as the survey has been through that we’ve got the clear results with the use of self-administered questionnaires. On the other hand, when the respondents’ performance was analyzed, it was concluded that the respondents have a greater level of their academics than utilizing technology to their school performances. Among the recommendations made was to motivate teachers to always provide opportunities where students can have good experiences and develop positive outcomes by integrating in their lessons in academics with the role of technology.



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