SELF EFFICACY: KEY TO IMPROVE TECHNOLOGICAL, PEDAGOGICAL

AND CONTENT KNOWLEDGE (TPCK) INTEGRATION

IN ECONOMICS

OCAMPO, HALICIA LLANEL L.

TABUGAN, KATHLENE DEL A.
GALANG, FRANCINE EVE Y.
SAUSE, MARIELL JANELI E.
DECINO, RIC JOHN M.
LOPEZ, REGINA M.

ABSTRACT
The challenge of preparing future educators who use technology in an effective and
innovative manner has led to a variety of approaches to using technology in teacher preparation
programs as well as many ways to evaluate how these efforts lead to improved technology
integration in K–12 classrooms. This research paper aimed to determine the relationship of
Social Studies pre – service teachers’ self efficacy and the Technology Knowledge, Pedagogy
Knowledge and Content Knowledge (TPCK) integration in Economics. The research focused
in the Social Studies pre – service teachers of academic year 2022 - 2023. The following
statistical treatment were utilized in order to analyze the data, namely, weighted mean,
Pearson’s Product Moment Correlation Coefficient and Linear Regression to determine the
relationship between the variables.
The result of the data analysis indicated that the pre-service teachers responded “Strongly
Agree” on the statements of self-efficacy. Meanwhile, their Technology Knowledge indicates,
that the pre-service teachers responded “Strongly Agree” on the statements of technology
knowledge. In addition to that, the pre-service teachers responded “Strongly Agree” on the
statements of pedagogy knowledge. Lastly, the pre-service teachers responded “Agree” on the
statements of content knowledge. The findings of the study resulted to a moderately high
correlation between the Social Studies pre – service teachers’ self efficacy and their
Technology Knowledge, Pedagogical Knowledge and Content Knowledge integration in
Economics. Therefore, self – efficacy is considered as a significant factor of TPCK integration
in Economics. It only indicates that when self efficacy is high, then there is an excellent TPCK
integration in Economics meanwhile, if the self efficacy of the pre – service teachers is low,
then there is a poor TPCK integration in Economics.
The research developed recommendations based on the findings of the study. In order to
ensure the improvement of the Content Knowledge, an enhancement plan was proposed.
Furthermore, sustainability plan was proposed for both the Technological Knowledge and
Pedagogical Knowledge in order to maintain their high mastery of the two domains.

Keywords: Self efficacy, Technology knowledge, Pedagogy Knowledge, Content Knowledge

1
Introduction
The world is experiencing rapid growth in the advancement and usage of new
technologies and this technological boom is driving rapid social changes (Mir & Parrey, 2019).
Technology integration in the classroom is not only important because it enhances learning,
but because students who can use technology effectively have better chances to obtain
employment and advance in their careers (Lombardi et al., 2017). Despite the pervasiveness
of technology in the lives of teens, researchers have found that K to 12 teachers are often ill-
prepared and make little use of technology integrated instructional practices (Espinoza & Neal,
2018). Pre - service teachers are not adequately equipped to utilize technology in innovative
ways, and for teachers already in the classroom, professional development has been
inadequate in keeping up with the rapid changes occurring with educational technology
(Bushweller, 2017). Enochsson & Rizza (2019), Sang, Valcke, van Braak, & Tondeur (2020),
to name a few, states that new instructors do not believe they are fully equipped to use ICT in
their classes. In 2021, Aldrin A. Darilag, a Commissioner of CHED, emphasized that the shared
policy between CHED and DepEd through the Teacher Education Council Secretariat (TECS)
aims to ensure that field study and teaching internships are experiential by using a variety of
new normal learning modalities, developmental through coaching and mentoring, and in line
with the learning continuity plan and the Most Essential Learning Competencies (MELCs).
Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors
necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997).
However, an important element in implementing inclusive education is early education
teachers’ knowledge of suitable inclusive practices, work motivation, and self-efficacy. Existing
evidence shows that early education teachers with professional development in inclusive
practices use more effective educational strategies and have greater job satisfaction and
motivation compared to those who lack professional development in inclusive education
(Brownell and Pajares, 2018). Furthermore, teachers’ increased self-efficacy is associated with
higher-quality educational environments. In comparison to teachers with low self-efficacy, early
education teachers with enhanced self-efficacy have a more positive impact on children’s
language development through the improved quality of their interactions with children (Guo et
al., 2021). Several studies have also shown that attending inclusiveness training positively
influences early education teachers’ attitudes toward diversity and their self-efficacy (Lancaster
and Bain, 2020), thus supporting teachers’ efficiency at successfully creating an inclusive
educational environment (Lohrmann and Bambara, 2018).
Technology in the 21st century plays a major role as a tool in helping the teachers in the
delivery of lessons and students in learning which completes the model of PCK and this is
Technology, Pedagogy Content Knowledge (Castro, R., & Santos, J., 2021). Technological
Pedagogy Content Knowledge (TPACK) is a theory that was developed to explain the set of
knowledge that teachers need to teach their students, to teach effectively, and to use
technology (McGraw-Hill, 2019). This framework extends Shulman’s idea in 1986 of
Pedagogical Content Knowledge in the study of Koehler & Mishra in 2006 as cited by Valtonen
et al. (2020). In a 2016 survey of U.S. teachers, more than 50% of teachers reported feeling
comfortable using new technologies but most of these teachers used technology for testing
and drills rather than in interactive or collaborative ways (Edwards & Editorial Projects in
Education, 2016). This study determined the relationship of pre – service teachers’ self –
efficacy to the application of TPCK in Economics.
The goal of this model (TPACK-21) is to present a tried-and-true tool for evaluating PST's
TPACK that is pedagogically based on the 21st century abilities covered by Voogt and
McKenney (2018) in their study. The Bataan Peninsula State University has a mission to
produce highly competent, ethical and service-oriented professionals that contribute to the
sustainable socio-economic growth and development of the nation. As the deployment of the
pre - service teachers in the different public schools assess their learning, it is impartial to the

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relationship of pre – service teachers’ self – efficacy to the application of TPCK especially in
the subject Economics.

Objectives of the Study

Technical, pedagogical, and content knowledge are the three categories of knowledge
instructors must integrate for successful educational technology integration, according to the
technology integration framework known as TPACK (a.k.a. TPACK). The majority of teachers
and administrators are aware of the advantages technology can bring to the classroom,
whether it's educating kids for a technologically advanced society or making it easier to manage
districts, schools, and courses.
Therefore, the aim of this descriptive quantitative research is:
1. to explore the relationship between the independent variables self – efficacy of the
Social Studies pre – service teachers and their Technological Knowledge, Pedagogical
Knowledge and Content Knowledge integration in Economics
2. to determine which of the three domains, namely, Technological Knowledge,
Pedagogical Knowledge and Content knowledge needs enhancement and sustainability
3. to suggest some implications in order to improve the TPCK integration of Social Studies
pre-service teachers through their self – efficacy
Several possible factors contribute to low TPACK integration including poor school
infrastructure, insufficient technology, insufficient technological tools, ineffective professional
development, and low teachers’ self - efficacy (Harrell & Bynum, 2018). Of the factors
mentioned, teachers’ self – efficacy is prevalent in the current literature, and researchers have
found this factor to influence teachers’ TPACK integration (Chicioreanu & Ianos, 2019; Dursun,
2019; Harrell & Bynum, 2018; Savage & Brown, 2014)
Pre - service teaching is an essential experience in the professional education program.
Although other college courses, activities, and practice contribute knowledge and experience
to the prospective teacher, pre - service teaching provides the opportunity to experience the
demanding and rewarding task of assuming major teaching responsibilities.

Methodology
The descriptive correlational research design was implemented in this study. It began
by determining the self - efficacy of the Pre - Service Teachers of Bataan Peninsula State
University – Balanga Campus and was correlated with Technology Knowledge, Pedagogical
Knowledge and Content Knowledge integration in Economics. Davis et al. (2021) define the
variable, and a descriptive correlational study precisely describes the relationships that
naturally occur between and among. In this study, researchers employ a quantitative approach
to identify what exists, such as identifying, documenting, analysing, and interpreting existing
conditions. It comprises a comparison or contrast and a search for correlations between non-
manipulated variables. It is primarily concerned with the present, yet it frequently assesses past
events and influences in light of current events.
The batch 2022 - 2023 of Social Studies pre - service teachers of Bataan Peninsula State
University - Balanga Campus served as the subjects of this study. There are sixty - eight (67)
Social Studies pre - service teachers, thirty – four (34) from section A and thirty – three (33)
from section B. Since the population is exact, the population itself was used as the respondents.
Since the population with the particular set of qualities that we are interested in is typically very
limited, the researchers chose to study the entire population.
A validated survey questionnaire is the research instrument that was used in this study.
The researcher used a standardized questionnaire for students’ self – efficacy scale developed
by Shmitz, G. & Rowbotham, M. (2013). In addition, the researchers developed survey
questions for Technology Knowledge, Pedagogical Knowledge and Content Knowledge in
Economics. The questionnaire was divided into two (2) parts. Part I was the self – efficacy scale

3
and Part II was the TPCK assessment. A 4-point Likert Scale was utilized, which reflected the
pre – service teachers’ self – efficacy and their TPCK integration in Economics. The scale's
level of agreement was described by its corresponding value, where 1 stands for Strongly
Disagree, 2 for Disagree, 3 for Agree, and 4 for Strongly Agree.
The researchers began by writing a letter of intent to the Dean of the College of Education
of BPSU – Balanga Campus, requesting permission to collect data from the Social Studies pre
– service teachers. Following the Dean's approval, the researchers sent letters of consent to
the respondents via an internet platform (e.g., messenger). Furthermore, the population was
assured that the information they provided was kept confidential and only shown to the
researchers. The researcher requested the students to be truthful when answering the
questions. To determine the survey's outcome, the researchers tallied, assessed, and
interpreted the data collected from the respondents.
The data gathered using the questionnaire was coded, encoded and statistically analyzed
using statistical software called IBM-SPSS Statistics 23. The data was analyzed using various
statistical tools such as weighted mean and Pearson’s Product Moment Correlation Coefficient
and Linear Regression to determine the relationship between the variables. For descriptive
statistics, the weighted mean was utilized to describe the self-efficacy of the pre-service
teachers. Moreover, it was used to evaluate the Technology, Pedagogy and Content
Knowledge (TPCK) in terms of technology knowledge, pedagogy knowledge, and content
knowledge. Further, Pearson’s Product Moment Correlation Coefficient and Linear Regression
was carried out to determine the relationship and influence of Self-efficacy and/to Technology,
Pedagogy and Content Knowledge (TPCK). In terms of hypothesis testing, SPSS provides
significance or probability values; thus, these are simply compared with 0.05 level which was
set in the study as the accepted level of significance.

Results and Discussion

As a main factor in improving the Technological Knowledge, Pedagogical Knowledge
and Content Knowledge of Social Studies Pre – Service Teachers at Bataan Peninsula State
University - Balanga Campus, the researchers looked into the respondents' self – efficacy as a
factor. The study focused on determining the relationship between the Social Studies pre –
service teachers’ self efficacy and their Technological Knowledge, Pedagogical Knowledge and
Content Knowledge integration in Economics. As per the result of the findings

Self Efficacy
As shown in Table 1, the indicator “I am convinced that as time goes by, I will continue
to learn well.” attained the highest rating (Mean=3.64; SD=0.48; Strongly Agree) whereas the
indicator “I am confident in my ability to learn, even if I am having a bad day.” gained the lowest
rating (Mean=3.01; SD=0.75; Agree). As a whole, the rating (Mean=3.31; SD=0.43) indicates
that the pre-service teachers responded “Strongly Agree” on the statements of self-efficacy.

Indicator MEAN SD DE
1. I am convinced that I am able to successfully learn all
3.22 0.62 Agree
relevant subject content even if it is difficult.
2. I know that I can maintain a positive attitude towards the Strongly
3.27 0.62
subject even when tensions arise. Agree
3. When I try really hard, I am able to learn even the most Strongly
3.42 0.61
difficult content. Agree
4. I am convinced that as time goes by, I will continue to learn Strongly
3.64 0.48
well. Agree

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 5. Even if I get distracted in class, I am confident that I can
3.04 0.73 Agree
continue to learn well.
6. I am confident in my ability to learn, even if I am having a bad
3.01 0.75 Agree
day.
7. If I try hard enough, I can obtain the academic goals I desire. Strongly
3.55 0.50
Agree
8. I am convinced that I can develop creative ways to cope with Strongly
3.28 0.60
the stress that may occur while taking this course. Agree
9. I know that I can stay motivated to participate in the course. Strongly
3.27 0.62
Agree
10. I know that I can finish the assigned projects and earn the Strongly
3.37 0.52
grade I want, even when others think I can’t. Agree
Strongly
Composite 3.31 0.43
Agree
Table 1. Self Efficacy

Technology Knowledge
It can be gleaned in Table 2 that the indicator with the highest rating (Mean=3.58;
SD=0.58; Strongly Agree) is seen on “I am able to use different technology based presentation
(e.g., Canva, PowerPoint presentations, Prezi, etc.) in preparing and presenting my lesson in
Economics.” and the indicators with the lowest ratings (Mean=3.28; SD=0.57; Strongly Agree) are
observed on “I have the technical skills that I need in applying technology when teaching
Economics.” and “I promote technology rich classroom environment to foster self-regulated
learning in Economics.” Altogether, the pre-service teachers responded “Strongly Agree” on the
statements of technology knowledge, as denoted by the rating (Mean=3.40; SD=0.48).

Indicator MEAN SD DE
1. I am confident that I can integrate emerging technology as a meaningful Strongly
3.37 0.67
part of teaching Economics. Agree
2. I am confident that I can find new ways to apply online applications Strongly
3.48 0.59
(e.g., Quizziz, Kahoot, etc.) in teaching Economics. Agree
3. I am confident that I can create meaningful learning experiences for my
Strongly
students with the use of technology based instructional materials in 3.46 0.61
Economics.
Agree
4. I have the technical skills that I need in applying technology when Strongly
3.28 0.57
teaching Economics. Agree
5. I am able to use different technology based presentation (e.g., Canva,
Strongly
PowerPoint presentations, Prezi, etc.) in preparing and presenting my 3.58 0.58
lesson in Economics.
Agree
6. I am always employing game – based technologies in catching the Strongly
3.33 0.64
interest of my students in Economics. Agree
7. I am able to integrate technology – based instructional materials in Strongly
3.43 0.66
presenting the lesson in Economics. Agree
8. I am confident that I can prepare technology – based instructional Strongly
3.40 0.63
materials / resources in Economics. Agree
9. I promote technology rich classroom environment to foster self- Strongly
3.28 0.57
regulated learning in Economics. Agree

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 10. I use technology to be able to keep up the students and be critically aware Strongly
3.34 0.57
with new trends and issues in Economics. Agree
Strongly
Composite 3.40 0.48
Agree
Table 2. Technology Knowledge

Pedagogical Knowledge
As revealed in Table 3, the indicator “I promote and monitor students’ time-on-task in doing
and completing tasks in Economics.” accumulated the highest rating (Mean=3.49; SD=0.53;
Strongly Agree) while the indicator “I can easily create activities based on the expected learning
outcomes in Economics.” got the lowest rating (Mean=3.21; SD=0.59; Agree). Generally, the
rating (Mean=3.38; SD=0.44) suggests that the pre-service teachers responded “Strongly Agree”
on the statements of pedagogy knowledge.

Indicator MEAN SD DE
1. I am able to maximize and manage the time allotted for teaching and Strongly
learning process in Economics. 3.33 0.64
Agree
2. I can adapt the teaching strategies I used based on the level of Strongly
understanding or able to do in Economics. 3.42 0.61
Agree
3. I can easily create activities based on the expected learning outcomes in
3.21 0.59 Agree
Economics.
4. I know how to develop problem solving skills of the students using real Strongly
world problems in Economics. 3.39 0.55
Agree
5. I can use a wide range of teaching approaches in various classroom
Strongly
settings (e.g., collaborative learning, direct instruction, inquiry learning, 3.37 0.55
problem/project based learning etc.)
Agree
6. I can align the flow of the discussion with the learning objectives. Strongly
3.43 0.58
Agree
7. I promote and monitor students’ time – on – task in doing and Strongly
completing tasks in Economics. 3.49 0.53
Agree
8. I can come up with motivational activities for my students to be engaged Strongly
in instruction. 3.48 0.59
Agree
9. I can integrate contextualization and localization in the discussion of Strongly
economics. 3.37 0.52
Agree
10. I have the ability to create a Table of Specifications and a pen and paper Strongly
exam as an assessment of learning. 3.31 0.58
Agree
Strongly
Composite 3.38 0.44
Agree
Table 3. Pedagogy Knowledge

Content Knowledge
As illustrated in Table 4, the indicator with the highest rating (Mean=3.49; SD=0.53;
Strongly Agree) is found on “I fully understand the difference between microeconomics and
macroeconomics.” whereas the indicator with the lowest ratings (Mean=3.04; SD=0.73; Agree) is
on “I am confident of having a deep comprehension about the Philippine and World economies
using theories and principles of Economics.” Totally, the pre-service teachers responded “Agree”
on the statements of content knowledge, as denoted by the rating (Mean=3.21; SD=0.52).

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 Indicator MEAN SD DE
1. I have sufficient knowledge or mastery of content to teach basic Strongly
3.28 0.57
principles of Economics. Agree
2. I have a deep understanding about the lessons of Economics (e.g., Strongly
3.33 0.64
concept of needs, wants, scarcity, etc.) Agree
3. I know how to deepen the learners’ understanding in Economics based
3.24 0.68 Agree
on their abilities
4. I have a deep understanding on the difference between basic and
3.12 0.71 Agree
complex principles in Economics.
5. I am familiar with different aspects or factors affecting the Philippine
3.19 0.61 Agree
economy.
6. I fully understand the difference between microeconomics and Strongly
3.49 0.53
macroeconomics. Agree
7. I can easily analyze the techniques in computational methods in
3.15 0.61 Agree
Economics.
8. I have the ability to analyze the economic problems and issues and
3.15 0.63 Agree
propose solutions for such.
9. I have a wide range of understanding with the methods and techniques
3.12 0.64 Agree
in Economics.
10. I am confident of having a deep comprehension about the Philippine and
3.04 0.73 Agree
World economies using theories and principles of Economics.
Composite 3.21 0.52 Agree
Table 4. Content Knowledge

Technology, Pedagogy and Content Knowledge (TPCK)

Table 5 portrays that the highest rating among all indicators of Technology, Pedagogy and
Content Knowledge (TPCK) is “Technology Knowledge” (Mean=3.40; SD=0.48; Strongly Agree),
followed by “Pedagogy Knowledge” (Mean=3.38; SD=0.44; Strongly Agree), and the lowest rating
is “Content Knowledge” (Mean=3.21; SD=0.52; Agree). Taken collectively, the rating (Mean=3.33;
SD=0.44) implies that the pre-service teachers responded “Strongly Agree” on the statements of
Technology, Pedagogy and Content Knowledge (TPCK).

Indicator MEAN SD DE
Technology Knowledge 3.40 0.48 Strongly Agree
Pedagogy Knowledge 3.38 0.44 Strongly Agree
Content Knowledge 3.21 0.52 Agree
Composite 3.33 0.44 Strongly Agree
Table 5. Technology, Pedagogy and Content Knowledge (TPCK)

Relationship of Self Efficacy and their TPCK Integration in Economics

As depicted in Table 6, all sub-variables of Technology, Pedagogy and Content
Knowledge (TPCK) have a significant relationships with the Self-efficacy, as denoted by the
corresponding significant values of less than 0.05. Specifically, all sub-variables of Technology,
Pedagogy and Content Knowledge (TPCK) namely Technology Knowledge (r=.51, sig=.000) and
Content Knowledge (r=.55, sig=.000) posted moderate correlation. Moreover, the sub-variable
Pedagogy Knowledge (r=.63, sig=.000) established moderately high correlation. In conclusion,
pre-service teacher’s self-efficacy has a positive moderately high relationship with the

7
Technology, Pedagogy and Content Knowledge (TPCK), as indicated by the correlation
coefficient .61 and significant value of .000.

Self-efficacy
Area
𝑟 Sig. Remarks
Technology Knowledge .51 ** .000 Moderate Correlation
Pedagogy Knowledge Moderately High
.63 ** .000
Correlation
Content Knowledge .55 ** .000 Moderate Correlation
Moderately High
Overall .61 ** .000
Correlation
Table 6. Relationship of Self Efficacy to TPCK Integration in Economics

Self Efficacy of Pre Service Teachers Influences the Technology, Pedagogy and Content
Knowledge

Table 7 illustrates the regression model with significant predictor of Technology, Pedagogy and
Content Knowledge (TPCK). This multiple regression analysis procedures involve statistics such
as correlation coefficient (r), adjusted coefficient of multiple regression (R2), F-value, standard
error of estimates, B-weights, beta, and t-values. As displayed in Table 7, there is one (1)
regression model generated after analyzing using the stepwise regression procedure on the
Technology, Pedagogy and Content Knowledge (TPCK) with Self-efficacy as the predictors. The
model is significant, as manifested by the significant value of the F-test or ANOVA. The t-value
that determine that the independent variable’s significance included in the regression model is
significant at 0.05.
Model 1 symbolizes that the only predictor of Technology, Pedagogy and Content
Knowledge (TPCK) is Self-efficacy with a correlation coefficient (r) of .61 which implies a positive
moderately high relationship. The adjusted coefficient of determination (R2) which is .37 implies
that 37% of the variability in the “Technology, Pedagogy and Content Knowledge (TPCK)” can be
attributed to the variability in Self-efficacy whereas the other 63% can be explained by the other
factors. The F-value of 38.59, which is significant at 0.01 level, suggests that the regression model
is significant. Moreover, the t-value of 6.21, significant at 0.01 level, indicates that “Self-efficacy”
is a significant predictor of Technology, Pedagogy and Content Knowledge (TPCK). The
standardized beta of .61 of the this model corresponds to the correlation coefficient of
“Technology, Pedagogy and Content Knowledge (TPCK)” with the dependent variable, while the
unstandardized B coefficient of .63 shows how much an increase in Technology, Pedagogy and
Content Knowledge (TPCK) can be attributed to Self-efficacy as it increases every unit of
measure.
Std. Standar
Unstand
Error dize
Adjusted ardi
Model Predictor r F-value P -value of d t-values p-value
R2 zed
Estim Beta
B
ate (β)
Constant
+ 38.59 1.24 .34 3.65 ** .001
1 .61 .37 .000 .61
Self- ** .63 .10 6.21 ** .000
efficacy
Table 7. Self-efficacy of Pre-service Teachers Influences the Technology, Pedagogy and
Content Knowledge (TPCK)

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Implications to Improve the TPCK Integration of Social Studies Pre – Service Teachers
through Self Efficacy

As indicated from the results, it shows how the Technology Knowledge and Pedagogical
Knowledge of pre – service teachers had high results with their integration in Economics
through self efficacy with (.48) and (.44) respectively, meanwhile, the Content Knowledge had
lower results compared to Technology Knowledge and Pedagogical Knowledge with (.52).
Therefore, the researchers had come up with two separate plans in order to cater all
the different results. First, the findings indicates the need for enhancement plan in the domain
of Content Knowledge in Economics, in order to improve the integration through self – efficacy
as a factor. Second, the findings in Technology Knowledge and Pedagogical Knowledge
indicates a high integration of pre – service teachers in Economics through self – efficacy,
therefore, a sustainability plan will be proposed in order to sustain these high integration.

9
 AREAS TO PERSON TIME
OBJECTIVES ACTIVITIES STRATEGIES EXPECTED RESULT
ENHANCE INVOLVED FRAME
 deep
(Curriculum /
understanding Syllabus Review)
about the lessons
of Economics This plan will re – align
 deep the syllabus of the Coordinate with
understanding on professors handling Economics Faculty of the To broaden and deepen the
the difference Economics subjects in understanding,
order to address the areas
Professors and College of
between basic comprehension and
wherein the pre – service Revisiting other Faculty of Education – Annual
and complex knowledge of Social Studies
principles in teachers are lacking of. the syllabus the College of Bataan Review Students in Economics
Economics This will imply and Education with Peninsula State before entering pre – service
improve their knowledge
 understa
in the subject area
regards to the University teaching
nd the difference
especially before
Syllabus
between
handling high school
microeconomics
students. This will
and
ensure effective transfer
macroeconomics
of knowledge.
(Training /
Workshop / Invite some professors Professors from
both from the college the College of
Assessment in Workshop
and other schools to
Economics) about Education – To improve the performance
 know Computational
join together in
of the Social Studies students
how to deepen the enhancing the Bataan
Methods in especially in analysing the
learners’ This plan is being Economics
knowledge in Peninsula State techniques in computational
understanding in proposed in order to have Economics especially University
Every methods in Economics
Economics based a semestral assessment / in computational
TALK: Sharing
on their abilities workshop of Social
of Strengths
methods Semest To be able to improve their
 analyze Studies students to Professors from
and er self – efficacy
the techniques in provide additional Invite some guest Other Colleges
Weaknessess in
computational assessments and speaker to boost up the
the subject To be able to know how to
methods in workshops to ensure an self efficacy of the Guest Speaker deepen a learners’
Economics effective transfer of students that serves as
Assessment in understanding in Economics
knowledge in a factor for their weak
Economics. Semestral
Economics
performance in Pre – Service
assessments will help in Economics Teachers
determining the areas of

10
 improvement with
regards to the concepts in
Economics.
 familiarize
with different
aspects or
factors
affecting the
Philippine (Interactive and There will be an
economy everyday upload of
Accessible App / Daily
 deep Economic
updated news about the
comprehensio Website) Philippine and World
News both in
n about the Economy To provide them with
This accessible Philippines
Philippine updated real world situations
application / website will and the Social Studies I and not only with theories
and World Video lectures will be
be developed and will be Worlds Students of the Improv
economies uploaded monthly and principles
using theories available online and College of ed
Video
and principles offline in order to
Lectures and
Readable modules will Education – Every To access learning anytime
of Economics provide real world be downloadable for Bataan Acade and anywhere
Readings
 analyze the scenarios in Economics. the students for Peninsula State mic
This application / about the
economic additional knowledge To make the learning of the
website will be design subject area University Year
problems and and review subject area fun and
issues and interactively using games interactive
and activities that will Interactive
propose Numerous activities
supplement and re-visit Games and
solutions for and games will be
such their knowledge about Activities
developed in the
 wide range of Economics. application / website
understanding
with the
methods and
techniques in
Economics
Table 8. Enhancement Plan for Content Knowledge

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 PERSON TIME EXPECTED
PLAN OBJECTIVES ACTIVITIES STRATEGIES
INVOLVED FRAME OUTCOME
The Iskolar ng Bataan
already installed learning
hubs in the city of Balanga,
Coordinate with the
and is now planning to Iskolar ng
Iskolar ng Bataan to To maintain the
expand the learning hubs in
provide free access Bataan Daily technological intervention
every municipality of the
Partnership with to BPSU – Balanga Administration Access to in pre – service teaching
province, through the Free Access to
Iskolar ng Bataan campus pre –
with Learning
coordination with the INB Learning
service teachers in
the To provide materials and
Iskolar ng Bataan, the pre – Hub Social Studies Learning
Hubs order to use their equipment to technology
service teachers will have
materials such as, Pre – Service Hubs – based instructional
access to materials such as
PCs, laptops, Teachers materials
PCs and laptops that can be
printers, etc.
used to promote easy
technology integration in
teaching.
The program will use the
expertise of the BS – ICT
students from the BPSU – Students of BS
To be updated with new
Main campus in order to
Seminar /
Organize a yearly – ICT – Bataan trends and proper use of
introduce the new trends in seminar or Peninsula State
Partnership with Workshop technology
technology, in order to workshop to be University
BS – ICT of Intended to
maximize its usage and facilitated by BS – Annually
BPSU – Main Improve To effectively and
integration in teaching. ICT from Main
Campus Technology Social Studies continuously integrate
This partnership will be a Campus to introduce
Knowledge technology in the 21st
yearly seminar or modern technologies Pre – Service century classroom
workshop with the new set Teachers
of pre – service teachers
and ICT students.
The coordination with the Coordinate with the To develop the aspiring
faculty and the Campus / University Bataan teachers’ skills in
administration will help Administration to Peninsula State technology integration
Improvement of
improve the facilities of Ed Availability of In improve the facility when it comes to teaching
Ed – Tech University – Improved
– Tech, to equip with – Campus of educational
Facility in the Balanga Annually
modern and complete Resources technology room, To enhance the skills of
Campus Campus
resources and teaching and to provide the students not only in
equipment especially equipment and Administration theories but in actual
computers that can be used materials needed application of learning

12
 in order to develop the real
world skills of technology
integration in teaching.
This partnership with the
Municipal Mayor and
Collaborate with
Municipal Information and
each municipalities’ Municipal
Technology Office, will To promote the
and city’s
encourage the pre – service Information community and school
Information and
teachers to continue Build the and Daily partnership through the
Technology Office
integrating technology Relationship of program
Partnership with for free access of Technology Access to
based instructional Community and
MITO pre – service Office the
materials in teaching. School through To provide the teaching
teachers for usage of Services
Through this, even when MITO materials needed by the
laptops and printers
they are not in the campus,
as well as Pre – service pre – service teachers
they will have the Teachers freely
educational
opportunity and place to
materials
accomplish their teaching
materials.
Table 9. Sustainability Plan for Technology Knowledge

PERSON TIME EXPECTED

PLAN OBJECTIVES ACTIVITIES STRATEGIES
INVOLVED FRAME OUTCOME
This will be a yearly
symposium together with The symposium DepEd Bataan To provide an outlook on
DepEd Bataan and DepEd will be organized
the different teaching
City of Balanga that will be by the College of
Symposium with DepEd City of approaches and strategies
held prior to the Education prior to
DepEd DepEd and the used in DepEd
deployment of the pre – the deployment of Balanga Annually
Partnership pre – service
service teachers in order to pre – service
teachers To understand how to
supply to them prior teachers to their
knowledge and to let them respective
Pre – Service choose a best teaching
Teachers approach
see the different teaching cooperating schools
approaches used in DepEd.
The masteral students in The BPSU – Social Studies To be updated to new and
Writeshop:
Partnership with Social Studies under the Balanga Campus Masteral effective teaching
Introduction of
BPSU – Graduate Graduate School of BPSU will invite the approaches in Social
School (Masters will be in partner with the
New Teaching
Masteral Students
Students – Annually Studies and to know how
Approaches in Bataan
in Social Studies) College of Education in Social Studies to execute it effectively
Social Studies
especially with the Social from BPSU – Peninsula State

13
Studies in order to Graduate School to University, To understand how
introduce the new trends lead the writeshop Graduate important a good
and effective application of about different teaching approach is, in
teaching approaches in teaching approaches
School an efficient teaching and
Social Studies. This will be in Social Studies learning process
an interactive writeshop
wherein pre – service
teachers will create their
own lesson plan designed
with a specific teaching
approach in Social Studies.
Table 10. Sustainability Plan for Pedagogical Knowledge

14
Conclusion
1. The pre – service teachers’ self efficacy is considered high and considered as an excellent
result.
2. The Technological Knowledge and Pedagogical Knowledge of the Social Studies pre –
service teachers is considered high compared to the results of their Content Knowledge.
3. There is a moderately high correlation between the pre – service teachers’ self efficacy and
their Technological Knowledge, Pedagogical Knowledge and Content Knowledge
integration in Economics. Therefore, self efficacy is considered as a significant factor for
TPCK integaration in Economics.
4. An Enhancement Plan for Content Knowledge was proposed in order to improve the
content knowledge of Social Studies pre – service teachers in Economics. Then, a
Sustainability Plan was proposed for sustaining the Technological Knowledge and
Pedagogical Knowledge of the Social Studies pre – service teachers in terms of integrating
to Economics.
5. There are three (3) proposed activities for enhancement plan of the Content Knowledge,
meanwhile, there are three (3) proposed activities for the sustainability plan of the
Technological Knowledge and lastly, there are four (3) proposed activities for the
sustainability plan of the Pedagogical Knowledge.

Recommendation
In the light of the findings of the study, the researchers recommend the following:
1. Future researchers may add more variables and descriptors to provide more in-depth
findings regarding this topic as the study is limited to the three domains of TPACK namely
Technology Knowledge, Pedagogical Knowledge and Content Knowledge.
2. Future researches may focus on different field of specializations, such as Asian Studies
and Contemporary Issues. The result from this study can serve as a guide to produce
another set of information.
3. It is recommended for the College of Education especially the Social Studies teachers that
the enhancement plan for Content Knowledge will be considered in order to improve the
pre – service teachers’ knowledge in Economics.
4. It is recommended for the College of Education especially the Social Studies teachers that
the sustainability plan both for Technological Knowledge and Pedagogical Knowledge will
be considered in order to maintain and sustain the pre – service teachers’ technology and
pedagogy integration in Economics.

15
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