TEACHERS' TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) AND STUDENTS' SELF – EFFICACY: PREDICTORS ON MATHEMATICS ACADEMIC PERFORMANCE

Abstract

This study investigated the relationship between teachers' TPACK, students' self-efficacy, and mathematics academic performance. The researcher employed descriptive-correlational-causal research designs in this study and used proportionate stratified random sampling to select two hundred seventy-seven (277) junior high school students from Cabanglasan National High School in Bukidnon as participants. Information was collected from participants using a 5-point Likert scale questionnaire. Students have a high level of self-efficacy, whereas teachers have a moderate level of TPACK, as indicated by the mean and standard deviation results. The Pearson Correlation Coefficient (r) analysis revealed that the seven TPACK components and students' self-efficacy in terms of perceived control, competence, persistence, and self-regulated learning have a substantial positive correlation with students' academic performance in mathematics. The best predictor of all eleven variables is students' self-regulated learning. Other predictors are perceived control, pedagogical knowledge, persistence, pedagogical content knowledge, and teachers' content knowledge. These data imply that the TPACK of teachers and the self-efficacy of students influence mathematics performance.