Assessment of Pre-Service Teachers’ Tpack Competence, Attitude and Abilities in Laguna State Polytechnic University, Philippines

The Technological Pedagogical Content Knowledge (TPACK) framework links technology to curriculum content and specific pedagogical approaches and explains how teachers’ knowledge of these three knowledge bases can interact to produce effective discipline-based teaching with educational technologies. The purpose of this study was to measure pre-service teachers’ self-assessment of whether their knowledge, skills, and attitudes had an impact on their level of competence in TPACK at Laguna State Polytechnic University. This research employed the descriptive method and utilized quantitative research. The level of technological pedagogical content knowledge reveals that pre-service teachers have a “Very High” level of teaching attitude and abilities. The p-value of 1.20386E-32 states that there is a significant relationship between TPACK competence and teaching attitude of the respondents. It implies that if teaching attitude increases, the TPACK competence of pre-service teachers also increases. The computed p-value of 1.13448E-35 showed that it rejects the null hypothesis that there is a significant relationship between pre-service teachers’ TPACK competence and teaching abilities. It was found out that TPACK competence and teaching abilities have a positive correlation. When TPACK competence of pre-service teachers increases, teaching abilities also increase and vice versa.