UTILIZATION OF TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS AND STUDENT'S ACADEMIC COMPETENCE: BASIS ON ENHANCING SUPERVISORY PROGRAMS

The study employed quantitative research, particularly a descriptive-correlational study. The researcher used a proportionate stratified sampling procedure to select the students and teachers as respondents randomly. The respondents were math teachers and grade-10 students from selected schools of Isabela Province. It focuses on exploring the TPACK level of math teachers, and academic competence of grade-10 learners. The results showed that teachers were well-informed, and demonstrated high levels on the TPACK domains. Furthermore, students’ mathematics competence was very low. Hence, the results suggested that integrating TPACK domains in teaching mathematics were contributing significantly positive impact to enhance mathematics competence of learners. Furthermore, the teachers’ content and ICT knowledge could affect the learning experiences of students in mathematics education. The study suggested that considering TPACK domains in mathematics education should be considered in enhancing the overall learning experiences of students toward achieving the goals of mathematics education.