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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is the most important weapon that individuals acquire in life.

Many regard education as a foundation of one’s success and as a treasure that

cannot be stolen by others. Governments of different countries view education as

a catalyst of change. Education serves as a pillar of advancement in all aspects of

human life; it is one of the significant factors in a country’s progress. It is apparent

that having quality education has great contibutions to the progress of mankind

and thus offers bigger opportunities for a life of abundance and fulfillment. Others

even perceive education as the major answer to solving social problems. Because

of these facts, education is considered with high regards by every nation. The

development and the improvement of the educational system thus remain an

utmost consideration to all.

The educative process is an interplay of different factors that contributes to

the success of achieving the primary goal of education, which is to create a

permanent and positive change to every individual. To fully equip humanity for the

challenges of the real world, the educational system is expected to continuously

better its services by improving the learning environment, designing extensive

curricula, and providing vast opportunities to both mentors and students for training

and further education.

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Along with every responsibility of the government to provide the best

education among its populace, its primary labors, which are the teachers, are

expected to do their part. As the teacher remains the most important component

in the educative process, he should always remember that teaching which creates

learning is his great responsibility. It is important that a teacher immensely realize

his duty as a teacher along with his recognition of the value of education.

For many years, educative process shows a great changed as it always

gearing towards competence and quality education to all. With this, the educational

institutions always look for innovations, which includes technological advancement

and intense knowledge on the many factors of the teachers and the education

itself.

The advent of digital technology has dramatically changed routines and

practices in most arenas of human work. The widespread presence of new and

innovative classroom technologies requires teachers in all disciplines to develop

an understanding of how to effectively plan, implement, and evaluate instruction in

current and future technology-rich learning environments.

Advocates of technology in education often envisage similar dramatic

changes in the process of teaching and learning. Technologies has profound and

lasting impacts in school classroom as being a powerful cognitive tool that can

transform the way core subject is taught by facilitating both teachers’ instructional

practices and students’ learning processes. Effective learning and teaching

requires both teachers and student being able to use new technologies gathering,
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organizing and evaluating of information to solve problems and innovate practical

ideas in real-word setting (Jimoyiannis 2010).

Today’s educators tend to think of educational or instructional technology

as the utilization of devices or equipment-particularly the more modern digital

devices, such as computers, cellular phones and tablets. However, it is noteworthy

to mention that technology in education is not new at all and it is by no means

limited to the mentioned devices. Modern tools and tecniques are simply the latest

developments in a field that is as old as education itself, but the mechanism of

relating that technological advancement to the content knowledge and

pedagogical knowledge of a teacher serves as an important agent of providing

effective quality teaching.

In the 21st century, technology, content and pedagogy is providing us with

new ways to access and process knowledge in every field. It also serves as

achannel of transforming educational system by providing new ways to engage

learners to day-to-day teaching-learning process. All the elucidated facts served

as the primary foundation of this study, the researcher as a classroom science

teacher believed in the importance of giving all the necessary knowledge and skills

as well as inculcating positive attitudes and favorable habits to the workplace and

in the teaching-learning process. With this in mind, the researcher aims to explore

the technological, pedagogical and content knowledge of Science Teachers in the

context of K to 12 Teaching.
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Background of the Study

The world has witnessed how people, technology , and the way of their

living changed as the time passes.

Technology does not replace the pedagogical and content

knowledge, but rather adds dimension to it. This leads to an important aspect of

technological, pedagogical and content knowledge. Arguably, the most effective

teachers will be the ones that understand and use the concepts of TPACK in the

classroom.

At the heart of good teaching with technology are three core components:

content, pedagogy, and technology. According to Mishra (2008), knowledge of

content is of critical importance for teachers. This knowledge would include

knowledge of concepts, theories, ideas, organizational frameworks, knowledge of

evidence and proof, as well as established practices and approaches toward

developing such knowledge. Pedagogical knowledge is deep knowledge about the

processes and practices or methods of teaching and learning and how it

encompasses, among other things, overall educational purposes, values, and

aims. Technology knowledge is knowledge about standard technologies, such as

books, chalk and blackboard, and more advanced technologies, such as the

Internet and digital video. Equally important to the components are the interactions

between and among these bodies of knowledge, represented as PCK

(pedagogical content knowledge), TCK (technological content knowledge), TPK

(technological pedagogical knowledge), and TPACK (technological, pedagogical

and content knowledge).

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The idea of pedagogical content knowledge is consistent with, and similar

to, Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of

specific content. Technology and content knowledge have a deep historical

relationship. TCK is an understanding of the manner in which technology and

content influence and constrain one another. Technological pedagogical

knowledge (TPK) is knowledge of the existence, components, and capabilities of

various technologies as they are used in teaching and learning settings, and

conversely, knowing how teaching might change as the result of using particular

technologies. Technological pedagogical and content knowledge (TPACK) is an

emergent form of knowledge that goes beyond all three components (Mishra

2008).

The TPACK framework was built upon Shulman’s pedagogical content

knowledge work, knowledge of pedagogy that is applicable to the teaching of

specific content, and it has been used to describe a full range of teachers’

knowledge of instruction with technology. The conceptual framework of TPACK

was used to illustrate instructional ideas regarding how teachers integrate

technologies into their pedagogy and it has been embraced as theoretical basis

for structuring ICT curriculum in teacher education programs (Chai et al., 2011).

It is important for every teacher to understand the concepts of TPACK,

because the world is becoming more and more technological advanced. Students

are used to having technology in their lives and the constant stimulation they

provide. For this reason, it would be unwise for a teacher to completely ignore

technology or leave it out of the classroom. Technology is becoming an imperative

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aspect of classroom learning. However, technology must be used wisely and

purposefully. It should only be incorporated into a lesson plan if it will enhance the

students learning.

The TPACK framework articulates the role of technology in the process of

teaching and learning in a truly integrated manner (Abitt, 2011). Generally

speaking, TPACK is the knowledge of how to integrate technology to teaching the

subject matter. This knowledge also includes the appropriation between a specific

technological tool and the teaching of a specific topic in the subject matter and

being aware of the difference between using various technological tools in teaching

a specific topic in the subject matter. Further, this knowledge means being aware

of students’ problems of the subject matter that could be overcome by using

specific technological tools. On the other side, it means awareness of students’

problems of the subject matter that could result from using specific technological

tools in addition to how to overcome these problems.

Thompson and Schmidt provide support for the use of the TPACK

framework in the development of educational technology among pre-service

teacher. They describe it as having entered a new phase in its use in research; its

focus now being used in research and development, and no longer solely on

developing theoretical definition of the framework itself (Thompson and Schmidt,

2010).

Polly and Brantley-Dias noted the ways that TPACK is used in association

with technology integration in learning environments and in finding out what

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teachers know and how teachers are using technology in the classrooms. They

questions about how teacher education programs are currently designs and how

TPACK might further develop among teachers (Polly and Branley-Dias 2009). This

study suggest the need for further research about the ways that teachers are being

prepared to teach using technology tools that are rapidly changing.

Theoretical Framework

Successful technology integration is rooted primarily in curriculum content

and content-related learning processes, and secondarily in savvy use of

educational technologies (Harris, Mishra, & Koehler, 2009). To effectively integrate

educational technologies into instruction, K–12 teachers’ planning must occur at

the nexus of curriculum requirements, students’ learning needs, available

technologies’ affordances and constraints, and the realities of school and

classroom contexts. The complex knowledge needed for such planning is known

as technological pedagogical content knowledge (Mishra & Koehler, 2006) —“the

total package” of technology, pedagogy, content, and context knowledge (TPACK)

(Thompson & Mishra, 2007–2008).

Figure 1, shows the Technological, Pedagogical and Content Knowledge

Framework of Koehler & Mishra (2009) as adapted from Koehler and Mishra

(2008). This clearly shows the relationship and interconnectedness of technology,

pedagogy and content knowledge in delivering effective teaching in science or any

discipline in the context of K to 12 curriculum.

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TPACK is a specialized, highly applied type of knowledge that supports

content-based technology integration.

Figure 1. Technological Pedagogical Content Knowledge (Koehler &

Mishra, 2009; adapted from Koehler & Mishra , 2008)

It has been characterized as the multiple intersections of teachers’

knowledge of curriculum content, general pedagogies, technologies, and

contextual influences upon learning (Koehler & Mishra, 2008) and is only recently

starting to be explored in depth in terms of teachers’ professional learning. TPACK

is an extension of Shulman’s (1986, 1987) notion of pedagogical content

knowledge—the specialized knowledge required to teach differently within

different content areas—which revolutionized our understanding of teacher

knowledge and its development.

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As discussed by Harris & Hofer (2011) on their study entitled, “TPACK in

Action: A Descriptive Study of Secondary Teachers Curriculum-Based,

Technology-Related Instructional Planning, though TPACK is knowledge that

results from teachers’ concurrent and interdependent understanding of content,

general pedagogy, technology, and learning contexts, it is informed particularly by

four intersections of knowledge types depicted in Figure 1, upon which data

generation and analysis in this study focused. These are (1.) Pedagogical content

knowledge (PCK): Shulman’s construct about how to teach specific content-based

material. (2.) Technological content knowledge (TCK): How to select technologies

that best embody and support particular content-based precepts. (3.)

Technological pedagogical knowledge (TPK): How to use particular technologies

in teaching and (4.) Technological pedagogical content knowledge

(TPCK/TPACK): How to teach specific content-based material, using technologies

that best embody and support it, in ways that are appropriately matched to

students’ needs and preferences.

Each and all of these types of teacher knowledge are influenced by

contextual factors, such as culture, socioeconomic status, and school

organizational structures. Thus, TPACK as it is applied in practice must draw from

each of its interwoven aspects, making it a complex and highly situated educational

construct that is not easily learned, taught, or applied. Given this comparatively

new understanding of the multifaceted, interdependent, and nuanced knowledge

required of teachers for curriculum-based technology integration to succeed, it is

no small wonder why sustained, large-scale technology integration efforts in K–12

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schools to date have been only minimally successful (Harris, Mishra, & Koehler,

2009).

Conceptual Framework

The following guide serves as the framework of the study (Figure 2).

INDEPENDENT VARIABLE DEPENDENT VARIABLE

I. Concept – Related Factors of

TPCK
1.1 Technological Knowledge
 Selection
 Organization
 Utilization
 Development
1.2 Pedagogical Knowledge
 Nature of Learners
Teaching Effectiveness
 Lesson Planning
 Assessment
Strategy
 Classroom
Management
1.3 Content Knowledge
 Mastery/Accuracy
 Integration
 Strategy
 Approach
Figure 2. Research Paradigm of the Study
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Statement of the Problem

This study attempts to determine the impact of Junior High School Science

Teachers Technological, Pedagogical and Content Knowledge on their Teaching

Effectiveness.

Specifically, it aims to answer the following questions;

1. What is the profile of the respondents in terms of;

1.1 Age

1.2 Gender

1.3 Position

1.4 Number of years in teaching

1.5 Educational Qualification

2. To what extent do the respondents assess the concept – related factors of

TPCK in terms of;

2.1 Technological Knowledge

2.1.1 Selection

2.1.2 Organization

2.1.3 Utilization

2.1.4 Development

2.2 Pedagogical Knowledge

2.2.1 Nature of learners

2.2.2 Lesson Planning

2.2.3 Assessment Strategy

2.2.4 Classroom Management

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2.3 Content Knoweledge

2.3.1 Mastery/Accuracy

2.3.2 Integration

2.3.3 Strategy

2.3.4 Approach

3. What is their level of Teaching Effectiveness as to;

3.1 Mastery of the Subject Matter

3.2 Learning Environment and Diversity of Knowledge

3.3 Curriculum and Planning

3.4 Assessment and Reporting

4. Is there a significant relationship between the concept – related factors of

TPCK and teaching effectiveness?

5. Which among the concept – related factors of TPCK predict teaching

effectiveness?

6. What capability enhancement program may be proposed to strengthen the

teaching effectiveness of Junior High School Science Teachers?

Research Hypotheses

This study will test the given hypothesis in its null form. The following

hypotheses will be tested in accordance to the problems raised in the study:

1. There is no significant relationship between the concept – related factors of

TPCK and the respondents teaching effectiveness.

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Significance of the Study

In the 21st century, Information and Communication Technology (ICT) is

providing us with new ways to access and process knowledge in every field. ICT

is also transforming pedagogy by providing new ways to engage learners. The

present study addressed this issue by examining the technological, pedagogical

and content knowledge of Junior High School Science Teachers. This is anchored

on the notion that integrating technology into the pedagogy of teaching plays an

important role in transforming the 21st century students into life-long learners.

The researchers believed that the findings of this study will be significant to the

following:

Administrative Head Office. This study will be beneficial to the office as it will

serve as a guide in terms of making decisions on adopting the study in their school.

The findings may enable them to find out the necessary approach that will enhance

teaching effectiveness and TPCK related – factors of the Science Teachers.

To the Teachers. The result of the study will help them concerning integrating

technology in teaching. This may guide them in improving their knowledge in

technology, pedagogy, and content.

To the students. The result of the study will help them in learning process. They

could be acquainted with different techniques and strategies required to effective

teaching.

To the researchers. The result of the study may help them in their research

endeavor. They may acquire additional knowledge regarding TPACK. This would
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also enable them to fully grasp and appreciate the integration of technology in

teaching.

To the future researcher. The result of the study may help them especially, those

who would be researching on similar or related study. This may serve as

background to enlighten their way through providing them steadfast facts and

information.

Scope and Limitation of the Study

This study focuses on the impact of Junior High School Science Teachers

Technological, Pedagogical and Content Knowledge on their Teaching

Effectiveness.

The researchers-made questionnaires will be as a means of obtaining data.

The knowledge of the respondents’ regarding TPACK will be determined by their

responses to the given questionnaire. The teacher-respondents’ response will be

correlated to their profile and to their Teaching Effectiveness.

The study will cover the 30 Junior High School Science Teachers of DepEd

Malvar District, Malvar, Batangas.

Definition of Terms

To have a better understanding of this study the following terms were

defined conceptually and operationally.

Content Knowledge (CK). Content Knowledge is about the actual subject

matter that is to be taught and learned (Mishra & Koehler, 2008). In this study, it

refers to the facts, concepts, theories, and principles that are taught and learned
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in specific academic courses, rather than to related skills—such as reading,

writing, or researching—that students also learn in school.

Faculty. The term “faculty” shall be limited to regular, full time personnel of

institution whose regular assignment includes instruction, research and/or public

service as a Principal Activity and who hold academic rank as professor, associate

professor, assistant professor or instructor, senior instructor, or master instructor

and a senior vocational teacher, intermediate vocational teacher and vocational

teacher ( Board of trustees 2017). In this study it refers to an educator who works

permanently at the Secondary Public School in Malvar District..

Pedagogical Knowledge (PK). It is a deep knowledge about the processes

and practices or methods of teaching and learning and how they encompass,

among other things, overall educational purposes, values, and aims (Mishra &

Koehler, 2008). In this study, it refers to the knowledge about teaching, an

understanding of “how particular topics, problems, or issues are organized,

presented, and adapted to the diverse interests and abilities of learners” and the

ways of “representing and formulating the subject that makes it comprehensible to

others.”

Technological Knowledge (TK). An operating systems and computer

hardware, and the ability to use standard sets of software tools such as word

processors, spreadsheets, browsers, and e-mail (Mishra & Koehler, 2008).In this

study, it refers to an understanding of how technology tools, resources and devices

fit into the process of teaching and learning.

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Technological Pedagogical Content Knowledge (TPCK). According to

Schmidt et al. (2009), TPCK is the knowledge of how to teach student to used

technology in learning situations and the encompassing framework of instruction

integration of the domains CK, PK, and TK in teaching any content area. In this

study, TPCK refers to an understanding that emerges from interactions among

content, pedagogy, and technology knowledge.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual and research literature that have

relevance to the present study. They have been reviewed to gain deeper insights

into this field of study. It is from these materials that the concept at this work was

based and formed.

TPACK

The TPACK describe the knowledge needed by a teacher for effective technology

integration. It also emphasizes how the connections among teacher’s

understanding of content, pedagogy and technology interact with one another to

produce effective teaching. The researcher reviewed the following literature

related to the concept of technological, pedagogical and content knowledge of

instructor in a state university.

Technological, Pedagogical Content Knowledge framework, commonly referred to

as TPACK, were developed by Mishra and Koehler in 2008. This conceptual

framework serves as a set of guiding principles and references that attempt to meld

together each of the required forms of knowledge that educators should consider

when designing instruction. These three forms of knowledge are content

knowledge, pedagogical knowledge, and technological knowledge (Koehler and

Mishra, 2008).

The term content knowledge refers to the body of knowledge and information that

teachers teach and that students are expected to learn in a given subject or content
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area, such as English language arts, mathematics, science, or social studies in

school (Abbot 2016). Content Knowledge (CK) also refers to the knowledge or

specific nature of a discipline or subject matter. CK varies greatly between different

educational contexts (e.g. the differences between the content of primary school

math and graduate school math), and teachers are expected to master the

content they teach. Content knowledge is also important because it determines the

discipline-specific modes of thinking unique to each field.

Technological Knowledge (TK) is knowledge about standard technologies, such

as books, chalk and blackboard, and more advanced technologies, such as the

Internet and digital video Most importantly, TK covers the ability to adapt to

and learn new technologies. It is important to note that TK exists in a state of

flux, due to the rapid rate of change in technology and due to the protean nature

of technology (Kereluik, 2009).

Pedagogical Knowledge (PK) describes the “general purpose” knowledge unique

to teaching. It is the set of skills that teachers must develop in order to manage

and organize teaching and learning activities for intended learning outcomes.

This knowledge involves, but is not limited to, an understanding of classroom

management activities, the role of student motivation, lesson planning, and

assessment of learning (Koehler & Mishra, 2008).

Pedagogical Content Knowledge (PCK) reflects Shulman’s assertion that

effective teaching requires more than separate understanding of content and

pedagogy. PCK also acknowledges the fact that different content lends itself

to different methods of teaching.

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Article 1V, Section 2 of the Code of Ethics for Professional Teachers adopted

states that every teacher shall uphold the highest standards of quality education,

shall make the best preparation for the career of teaching and shall be at his best

at all times in the practice of his profession, deep understanding of the curriculum

and its content, content standards as essential knowledge that students need to

learn, performance standards and attitudes that need to demonstrate. Thus,

teachers are expected to set long term mission of what learners need to learn and

master in terms of contents and competencies considering learner centered

objectives. They have to make use of available multiple resources such as

Teachers’ Guides, Learners’ Manuals, additional materials from LRMDS,

textbooks and other supplementary materials (DEPED order # 42, 52016-Policy

Guidelines on Daily Lesson Preparation for the K to 12 Basic Educational Program)

A recently published study by Glassman and Karno provides a call to action for

changing the ways that science education is taught to meet the needs of today’s

learners and utilize the resources that are now available via the World Wide Web.

It describe the increased emphasis on science education in response to recent

STEM (Science, Technology, Engineering, and Math) initiatives and the ability of

teachers to engage their classrooms in science in new ways using web-based

technology tools (Glassman and Karno, 2013). This article by Glassman and Karno

provided important guidance for this study by providing support for works aimed at

altering the pedagogical strategies of professors and instructors to include

embracing technology to support instruction. The teaching activities relating to

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pedagogy in this course centered on the work of constructivist theorists and current

researchers in educational technology.

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Chapter 3

RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research

problem. It may be understood as a science of studying how research is done

scientifically. This chapter presents the research design, subject of the study, the

data gathering instrument, data gathering procedures and the statistical tools

utilized in analyzing data.

Research Design

This study utilized the descriptive-correlational research method. According to

Aggarwal (2008), descriptive research is devoted to the gathering of information about

prevailing conditions or situations for the purpose of description and interpretation. This

type of research method is not simply amassing and tabulating facts but includes proper

analyses, interpretations, comparisons, identification of trends and relationships. On the

other hand, correlational study is a research method that describes and predicts how

variables are naturally related in the real world, without any attempt by the researcher to

alter them or assign causation between them.

The researchers used the descriptive type of research to determine respondents’

technological, pedagogical and content knowledge and its relationship to teaching and

learning context. The researchers used this kind of research to obtain first hand data from

the respondents to formulate rational and sound conclusions and recommendations for

the study.

Respondents of the Study

This study is conducted to determine the technological, pedagogical and

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content knowledge of the instructor and students in College of Teacher Education

of Batangas State University-Malvar Campus, school year 2017-2018. The

respondents were comprised of 15 faculty members and 155 third year and fourth

year students.

For validity and reliability of results, sufficient representatives of sample will

be adopted. There were 30 Junior High School Science Teachers at Malvar Distirct

from different Secondary Public School. The researcher decided to use the whole

population of Science faculty and do not employ any random sampling. Table I

shows the population of Grade 10 students from the four sections handled by the

researcher.

Table1. Population and Sample Size of Respondents

Science Teacher
Schools
Population
Malvar National High School 10
Malvar National Annex 2
San Isidro National High School 5
Santiago National High School 8
Don Julio Memorial Vocational National High School 5
Total 30

Research Instrument

The researcher will use the researchers-made questionnaire, which serves

as primary instrument to seek answer to the specific problems. The questionnaires

were structured in such a way that respondents will be able to answer it easily.

Thus, the set of questionnaires was structured using the Likert Scale with the four-

point response scale. A Likert Scale is a rating scale that requires the subject to
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indicate his or her degree of agreement or disagreement to a statement. It is a

psychological measurement device that is used to gauge attitudes, values and

opinions. Below is the designated quantifications use in the questionnaire.

Scale Verbal Interpretation

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

The variables of the study are the respondents’ technological, pedagogical

and content knowledge. To be able to interpret the computed weighted mean and

composite mean, the following mean ranges with their corresponding

interpretations will be use.

Numerical value Mean ranges Interpretation

4 3.50-4.50 Strongly Agree

3 2.51-3.50 Agree

2 1.51-2.50 Disagree

1 1.00-1.50 Strongly Disagree

Research Procedure

Permission to conduct the study will be secured by the researchers from the

Office of the District Supervisor and Office of the Principal of the different schools.

This permission is needed to gather information which is necessary to the study.

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In administering the questionnaires, the researchers will personally distribute the

researchers-made questionnaire to the respondents of the said locality. The

respondents will be provided enough time to answer the questionnaires. After

accomplishing the questionnaire, the researchers will gather it.

The data gathered will be interpreted and analyzed, this will be tallied and

tabulated so the researchers will arrive to the results of the study. Thus,

recommendation will be formulated.

Statistical Treatment of Data

The study utilized first hand data which comes from the chosen respondents

who answer the questionnaires given. In order to analyze and interpret the data

gathered, the researchers employed the suited statistical measures. These are the

following:

Mean. This will be utilized to determine the assessment of the respondents

with regards to the questioners that was given to them.

Standard Deviation. This will be employed to determine the homogeneity

and heterogeneity of the groups in terms of variables.

T-test. This will be used to compare the mean of a sample with population

mean. This will be utilized to determine the significant difference between the

assessment made by the teacher respondent and student respondent on the

technological, pedagogical, and content knowledge.