World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), p.145
Author
Christine C. Cordero
Batangas State University TNEU
christine.cordero@g.batstate-u.edu.ph
ABSTRACT
This study assessed the technological, pedagogical and content knowledge and mathematics performance of pre-service teachers of Batangas State University the National Engineering University. In addition, this study ascertained the relationship between the level of TPACK and Mathematics performance of pre-service teachers.
The descriptive correlational type of research with the survey-questionnaire as the main instrument in obtaining the data was used. This study involved BSEd Mathematics pre-service teachers as the respondents.
Data obtained from the survey instrument were analyzed and interpreted using some statistical tools such as frequency, standard deviation, weighted mean, and Spearman's rank correlation test.
Generally, the study revealed that the mathematical performance of
the respondents have significant positive relationship with their TPACK. The study also revealed that the mathematical performance of the respondents in College and Advanced Algebra, Trigonometry, Plane and Solid Geometry, Modern Geometry, Elementary Statistics and Probability, and Research in Mathematics 2 has significant positive relationship with their TK, PK, CK, TPK, TCK, PCK and TPCK.
While the mathematical performance of the respondents in Advanced Statistics, Principles and Strategies in Teaching Mathematics, Technology Application in Mathematics Teaching, Mathematics of Investment, Abstract Algebra, and Number Theory has no significant relationship with their TK, PK, CK, TPK, TCK, PCK and TPCK.
The results and findings of this study served as the bases in preparing a TPACK-based learning guide for Mathematics courses for pre-service teachers.
Key words: mathematics performance, pre-service teachers, TPACK competencies, learning guide.
https://doi.org/10.65494/pinagpalapublishing.283
