TECHNOLOGY PEDAGOGY AND CONTENT KNOWLEDGE (TPACK) AMONG MATHEMATICS’S TEACHERS IN PRIMARY SCHOOL (29 - 43)

Abstract

The objective of this study was to find out the level of Technology Pedagogy and Content Knowledge (TPACK) and the relationship between TPACK and content knowledge, pedagogy knowledge and technology knowledge among Mathematics’s teachers in primary school. This study also aims to determine whether there is a significant difference between the mean TPACK of mathematics teachers based on their teaching experiences. The gathered research data used a set of questionnaire of 150 mathematics teachers from eight schools in the district of Seberang Perai Tengah. The data was analyzed using descriptive statistics. The findings showed that the level of TPACK is high. The findings of the correlation analysis showed a significant and moderate relationship existed between TPACK with content knowledge. While a significant and strong relationship exists between TPACK withpedagogical knowledge and technological knowledge. The ANOVA analysis found that there is no significant difference in the mean TPACK with teaching experiences among mathematics’ teachers. The findings of this study is important to determining the courses, workshops and teacher training profesionnalisme appropriately in order to enhance the acquisition of skills and TPACK among teachers.