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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| The main purpose of this study is to identify the relationships among different components of technological pedagogical content knowledge (TPACK) and technology integration self efficacy (TISE) among mathematics teachers in primary schools. A descriptive quantitative research design was implemented in this study to achieve this purpose. The instruments used in this study are TPACK survey instrument (Pamuk et al., 2013) to measure teacher’s technological pedagogical content knowledge and Computer Technology Integration Survey (CTIS (Wang et al., 2004) to measure participants’ technology integration self efficacy in teaching.The participants for this study comprised of 173 mathematics teachers from 24 primary schools of five areas in Banjarmasin. The results of this study were analyzed using descriptive analysis and inferential statistics. The descriptive analysis involved the mean, percentage, frequency, and standard deviation. The finding from the descriptive analysis was that the majority of the respondents had moderate level of technology knowledge (M =3.4241, SD = .65369); content knowledge (M =3.9016, SD = .47232); pedagogical knowledge, (M =3.9937, SD = .41847); pedagogical content knowledge (M =3.7835, SD = .43183); technological pedagogical knowledge (M =3.9351, SD = .53921); technological content knowledge (M =3.9385, SD = .47165); technological pedagogical content knowledge (M = 3.9167 SD=.43293); and technology integration self efficacy (M =3.8085, SD = .44973). The inferential statistics of this study involved the normality data, structural model and hypothesis. The normality data test result shows that C.R multivariate is 1.852 |
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