Enhancing Scientific Attitude And Teaching Competency Of Pupil Teachers With TPACK-Aligned Teaching

Abstract

This study aimed to determine the effectiveness of the Technological Pedagogical and Content Knowledge (TPACK) approach on the scientific attitude and teaching competency of pupil teachers. The research is a quasi-experiment design of a pretest and posttest control group.  The sample size was 60 pupil teachers of the science stream, who were selected using a purposive sampling technique. Two groups control and the experimental were formed from the sample for the study. For intervention, TPACK-based lesson plans were used to teach the experimental group and the control group with the conventional method. The data was collected with a standardized scientific attitude scale and a self-developed teaching competency scale. The collected data was statistically analyzed to provide meaningful descriptions, interpretations, and conclusions of investigation using the following techniques Mean scores and Standard Deviation (SD) scores were compared with paired sample t-tests for all the variables. The findings of the study showed that the TPACK approach enhanced the scientific attitude and teaching competency of pupil teachers of the science stream.