TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND LEARNER ACHIEVEMENT: EXAMINING THE DIGITAL TEACHING PRACTICES OF ELEMENTARY TEACHERS
Keywords:
digital teaching practices, elementary education, learner achievement, technology integration, Technological Pedagogical Content Knowledge, TPACKAbstract
This study examined elementary school teachers’ Technological Pedagogical Content Knowledge (TPACK), their digital teaching practices, and the relationship between TPACK and learner achievement in District IX of Baguio City. A quantitative descriptive-correlational design was employed among public elementary school teachers from four participating schools selected through total enumeration. Data were collected using an adapted TPACK questionnaire administered through Google Forms, while learner achievement was measured using Grade 6 regional assessment results. Descriptive statistics and Pearson’s product-moment correlation were used to analyze the data. Findings revealed generally favorable self-reported TPACK competencies across the schools. Pedagogical Knowledge and Pedagogical Content Knowledge consistently emerged as the strongest dimensions, whereas Technological Knowledge was comparatively lower, indicating a need to improve teachers’ independent use and adaptation of digital technologies. Teachers also demonstrated favorable Technological Pedagogical Knowledge, with an overall mean of 3.950, suggesting that they perceived themselves as capable of selecting and adapting technologies according to instructional approaches, learning objectives, and learners’ needs. However, the relationship between school-level integrated TPACK and learner achievement was very weak and positive (r = .152, R² = .023), indicating that higher TPACK was only minimally associated with higher achievement. Because the correlation was based on four aggregated school-level observations, the result was treated as preliminary and noncausal. The study recommends sustained, practical, and school-based professional development that strengthens Technological Knowledge while connecting digital tools with content, pedagogy, assessment, and learner needs. Future research should use larger samples, teacher-level data, and direct classroom evidence to clarify how TPACK relates to learner outcomes.
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