Beverly Anne R. Timonio
ABSTRACT
This study investigates the level of Technological Pedagogical Knowledge (TPK) among high school mathematics teachers in the North and Northeast Districts of Tuguegarao City in light of the growing demand for technology integration in 21st-century education. Anchored on the TPACK (Technological Pedagogical and Content Knowledge) framework, the research examines teachers’ self-assessed proficiency in technological knowledge (TK), pedagogical knowledge (PK), and their intersection—TPK. It also explores whether significant differences exist in teachers’ TPK levels when grouped according to demographic factors such as age, gender, educational attainment, years of teaching experience, grade level taught, and number of pedagogy-related training attended. A descriptive-correlational research design was employed, utilizing a validated self-made questionnaire administered to 48 high school mathematics teachers across seven schools. Data were analyzed using statistical tools such as mean, standard deviation, ANOVA, t-test, and Pearson r correlation to determine knowledge levels, differences, and relationships among the variables. Findings revealed that teachers possess very high awareness of PK and TPK, though their TK levels were slightly lower. Significant differences in knowledge levels were observed across demographic variables, particularly age, gender, and educational attainment. Younger teachers (21–25 years old) and those with bachelor’s degrees reported higher awareness, while older and more academically advanced participants showed relatively lower scores in some TPK dimensions. A strong positive correlation was also found between TK and PK, underscoring that development in one domain reinforces the other. Teachers further identified several barriers to effective TPK application, including limited access to devices, unreliable internet connectivity, insufficient training, and time constraints. To address these issues, the study proposes a comprehensive action plan focusing on infrastructure improvement, targeted professional development, creation of digital teaching resources, and promotion of collaborative learning communities. Overall, this research underscores the need for sustained capacity-building and institutional support to fully realize technology-enhanced mathematics instruction. The findings provide valuable insights for school administrators, policy makers, and teacher education institutions in crafting strategic interventions to strengthen TPK and improve teaching and learning outcomes in the digital age.
Keywords: Technological Knowledge, pedagogical knowledge, digital tools, time constraints, integrationSpaced)
https://doi.org/10.57180/mcvq4167