MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Nurul Shahhida Abu Bakar,Siti Mistima Maat,Roslinda Rosli

doi:10.22342/jme.11.2.10818.259-276

Nurul Shahhida Abu Bakar, Siti Mistima Maat + Show 1 more

Open Access

https://doi.org/10.22342/jme.11.2.10818.259-276

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Abstract

This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.

Highlights

Abstrak Penelitian ini dilakukan untuk menentukan efikasi diri guru matematika dalam mengintegrasi teknologi dan Technological Pedagogical Content Knowledge (TPACK) berdasarkan jenis kelamin dan pengalaman mengajar
This study indicates that some of the female mathematics teachers were dominant in this survey distribution with 56 (84.8%) from 66 teachers
The means for mathematics teacher’s self-efficacy of technology integration shows higher means than the mathematics teacher’s TPACK with a value of 3.8026. Both means and standard deviation for both constructs show that mathematics teachers have positive self-efficacy of technology integration and TPACK

Summary

Introduction

Abstrak Penelitian ini dilakukan untuk menentukan efikasi diri guru matematika dalam mengintegrasi teknologi dan Technological Pedagogical Content Knowledge (TPACK) berdasarkan jenis kelamin dan pengalaman mengajar. Koefisien korelasi Pearson digunakan untuk menentukan hubungan antara efikasi diri guru matematika dalam mengintegrasi teknologi dan TPACK. Temuan dalam penelitian ini menunjukkan bahwa tidak ada perbedaan yang signifikan antara jenis kelamin dan pengalaman mengajar dari efikasi diri guru matematika dan TPACK. Implikasinya adalah jenis kelamin dan pengalaman mengajar bukan faktor utama dalam mempengaruhi efikasi diri guru matematika dalam mengintegrasi teknologi dan TPACK. The TPACK framework (Koehler & Mishra, 2009; Mishra & Koehler, 2006) was built by expanding Pedagogical Content Knowledge (PCK) and Technological Knowledge (TK) for teaching. It means there are seven constructs together in the TPACK framework

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