Metacognitive Model of the Science Teachers’ TPACK in Butuan City, Caraga Philippines

Abstract

The study determined the Technological Pedagogical and Content Knowledge (TPACK) of the JHS science teachers and established the metacognitive model. It employed descriptive-correlational design to determine the level of TPACK of the Junior High School Science teachers, and the types of metacognitive strategies applied by the teacher in the classroom. Seventy (70) JHS Science teachers handling different year levels from Grades 7-10 in the identified public and private Junior High Schools in Butuan City were involved in the study. Results showed that the JHS Science Teachers had a high level of TPACK. The teachers’ highest level of TPACK was in the area of Learning Environment and Assessment. However, the teachers could improve their TPACK in the areas of Content & Pedagogy and Learners’ Diversity. The JHS science teachers implemented a variety of metacognitive strategies to effectively manage their TPACK, particularly close reading and reflection questions. However, there was limited usage of metacognitive strategies such as comparing and contrasting concepts and monitoring the learning process. The measurement model showed that the latent variables are well-measured by their observed variables. Thus, in the formative model, the metacognitive indicators would aid in the development of TPACK. School administrators may focus on developing teachers’ TPACK and metacognitive processing skills to enhance teachers teaching effectiveness.