Technologıcal, Pedagogıcal, and Content Knowledge: Onlıne Teachıng Performance Predıctors in Hıgher Educatıon Instıtutıons in the Northwestern Philippines Towards Educatıon 5.0

Abstract

The Higher Education Institutions in the Philippines immediately shifted their gears from face-to-face classes to online distance learning amidst Education 5.0. This study aimed to assess the teaching performance and the level of Technological Pedagogical Content Knowledge (TPACK) of the Mathematics Teachers of Higher Education Institutions in online distance learning. Quantitative research design particularly, descriptive-cross sectional-correlational research design. Among the statistical tools used were descriptive statistics and Multiple Linear Regression. A regression model in assessing the online teaching performance of the respondents was also developed which shows that TPACK is a significant predictor of teaching performance of the mathematics teachers in online distance learning along with the number of teaching loads. This study recommends that schools should include TPACK in the in-service training or seminar workshop to address the needs of the students’ literacy for education in the new normal.