Conducted by BatStateU
, Started on 2013 -
Completed on 2014
Completed
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The teachers are the focal figure in education and play vital roles in learning. These roles
have served as key point in designing the curriculum and preparing pre-service teachers. Turning
students into competent teachers is an interplay of varied factors, one of which is technology. This impact
necessitates the utilization of technology in teaching, described as technological pedagogical content
knowledge (TPACK).
The study aimed to investigate TPACK self-efficacies of pre - service biological science teachers who
were enrolled in two academic years at the College of Teacher Education in a state university in the
Philippines. It also examined whether the responses of the two groups of respondents on TPACK self –
efficacy differ and whether these self-efficacies relate to sex, electronic gadget owned and access to
internet. It used the descriptive survey method of research employing a questionnaire on TPACK to
collect data. The study found out that there is more female than male. Majority have electronic gadgets
but have limited access to internet. Findings showed that respondents have good TPACK self – efficacy.
The findings showed that the responses of the two groups of participants on TPACK self – efficacies are
statistically different . Further, their self – efficacies is very slightly affected by their sex, electronic
gadgets owned and access to internet. The study recommends reviewing and improving instructional
practices and curriculum of the college to enhance TPACK of respondents.