Technological Competence and Pedagogical Content Knowledge Practices of Junior High School Science Teachers

Abstract

The study aimed to assess the technological competence and pedagogical content knowledge practices of Junior High School Science Teachers in Southeast Butuan District 1, Division of Butuan City. A descriptive-correlational design was used, and data were collected from 31 science teachers in the district. A survey questionnaire was administered to assess the participants' level of technological competence in terms of using ICT in teaching, as well as their level of PCK practices in terms of Subject Matter Knowledge (SMK), Instructional Representation Strategies (IRS), Instructional Objective and Context (IOC), and Evaluation of Students Learning (ESU). The Net Agreement Rating (NAR) for their responses on the different areas of TPACK was recorded and cross-tabulated. The findings of the study indicated that the participants demonstrated high levels of technological competence in using ICT in teaching and high levels of PCK practices in relation to SMK, IRS, IOC, and ESU. The study also revealed a moderate positive correlation between the level of technological competence and pedagogical content knowledge practices of the teachers. This suggests that while technological competence may contribute to the enhancement of pedagogical content knowledge practices, there are other factors that can also influence effective teaching. Based on these results, it is recommended that further research be conducted to explore the impact of technology integration on the development of pedagogical content knowledge among teachers. Additionally, identifying other factors that may influence their PCK practices would be beneficial.