QUESTIONNAIRE:
I. LEVEL OF FREQUENCY OF USING TECHNOLOGY PLATFORMS AND TOOLS IN
ARALING PANLIPUNAN
Never Sometime Often Always
s
Word processing
E-mail
World Wide Web
Database
Multimedia (audio & video)
Language software
(CDROM)
Wiki
Online discussion group
Text chatting
Voice chatting
Video conferencing
Computer games
Legend Scale Description
3.26-4.00 Always Applied every time.
2.51-3.25 Often Applied most of the time
1.76-2.50 Sometimes Applied rarely
1.00-1.75 Never Not ever applied
II. LEVEL OF COMPETENCE OF USING TPACK IN IMPLEMENTING TECHNOLOGY
IN TEACHING ARALING PANLIPUNAN
C SC SC I
4 3 2 1
TK (Technology Knowledge)
I know how to solve my own technical problems.
I can learn technology easily
I keep up with important new technologies.
I frequently play around the technology
I know about a lot of different technologies.
I have the technical skills I need to use technology.
I have had sufficient opportunities to work with different
technologies
CK (Content Knowledge)
Social Studies
I have sufficient knowledge about social studies.
I can use a historical way of thinking.
I have various ways and strategies of developing my
understanding of social studies.
PK (Pedagogical Knowledge)
I know how to assess student performance in a
classroom.
I can adapt my teaching based-upon what students
currently understand or do not understand.
I can adapt my teaching style to different learners.
I can assess student learning in multiple ways.
I can use a wide range of teaching approaches in a
classroom setting (collaborative learning, direct
instruction, inquiry learning, problem/project-based
learning etc.).
I am familiar with common student understandings and
misconceptions.
I know how to organize and maintain classroom
management.
PCK (Pedagogical Content Knowledge)
I know how to select effective teaching
approaches to guide student thinking and
learning in mathematics.
I know how to select effective teaching
approaches to guide student thinking and
learning in literacy.
I know how to select effective teaching
approaches to guide student thinking and
learning in science.
I know how to select effective teaching
approaches to guide student thinking and
learning in social studies.
TCK (Technological Content Knowledge)
I know about technologies that I can use for
understanding and doing mathematics.
I know about technologies that I can use for
understanding and doing literacy.
I know about technologies that I can use for
understanding and doing science.
I know about technologies that I can use for
understanding and doing social studies.
TPK (Technological Pedagogical Knowledge)
I can choose technologies that enhance the teaching
approaches for a lesson
I can choose technologies that enhance students'
learning for a lesson.
My teacher education program has caused me to think
more deeply about how technology could influence the
teaching approaches I use in my classroom.
I am thinking critically about how to use technology in
my classroom
I can adapt the use of the technologies that I am
learning about to different teaching activities
TPACK (Technology Pedagogy and Content
Knowledge)
I can teach lessons that appropriately combine
mathematics, technologies and teaching approaches.
I can teach lessons that appropriately combine literacy,
technologies and teaching approaches.
I can teach lessons that appropriately combine
science, technologies and teaching approaches
I can teach lessons that appropriately combine social
studies, technologies and teaching approaches
I can select technologies to use in my classroom that
enhance what I teach, how I teach and what students
learn.
I can use strategies that combine content,
technologies and teaching approaches that I learned
about in my coursework in my classroom.
I can provide leadership in helping others to coordinate
the use of content, technologies and teaching
approaches at my school and/or district.
I can choose technologies that enhance the content for
a lesson.
Legend: Scale Description
Competent (C) 3.26-4.00 Demonstrate outstanding
performance in all or almost all
competencies of TPACK
Somewhat Competent 2.51-3.25 Demonstrate effective
(SC) performance in the
competencies of TPACK
Somewhat 1.76-2.50 Demonstrate insufficient
Incompetent (SC) performance in the
competencies of TPACK
Incompetent (I) 1.00-1.75 Does not demonstrate an
adequate understanding in the
competencies of TPACK
III. LEVEL OF EFFECTIVENESS OF TECHNOLOGY INTEGRATION IN ARALING
PANLIPUNAN SUBJECT
Strongly Disagree Agre Strongly
Disagre e Agree
e
ICT allows students’ to be more creative
and imaginative.
The use of ICT helps students to find
related knowledge and information for
learning.
The use of ICT encourages students to
communicate more with their classmates.
The use of ICT increases students’
confidence to participate actively in the
class.
I think students learn more effectively with
the use of ICT.
I think the use of ICT helps to broaden
students’ knowledge paradigm.
I think the use of ICT helps to improve
students’ ability specifically in reading,
writing.
The students’ are more behaved and
under control with the use of ICT.
The use of ICT enables students’ to
express their ideas and thoughts better.
The use of ICT promotes active and
engaging lesson for students’ best learning
experience.
Legend Scale Description
3.26-4.00 Strongly Agree Respondents
acknowledged
technology's
great
contribution to
help increase
students’
performance.
2.51-3.25 Agree Respondents
are aware that
using
technology can
help increase
students’
performance.
1.76-2.50 Disagree Respondents
believe that
technology can't
do enough to
help increase
students’
performance.
1.00-1.75 Strongly Disagree Respondents
are not
convinced that
using
technology will
help increase
students’
performance.
REFERENCE:
Son, J.-B. (2008). Computer literacy questionnaire.
https://drjbson.com/projects/cl/computer_literacy_questionnaire
Schmidt, D., Baran, E., Thompson, A., Koehler, M.J., Shin, T.,& Mishra, P. (2009,
April).Technological Pedagogical Content Knowledge (TPACK): The
Development and Validation of an Assessment Instrument for Preservice
Teachers. Paper presented at the 2009 Annual Meeting of the American
Educational Research Association. April 13-17, San Diego, California.
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in
Education and Science (IJRES), 1(2), 175-191.
METHODOLOGY
RESEARCH INSTRUMENT
The mini-research employed a descriptive-quantitative research design wherein
the researchers used an adapted and modified survey tool from different researchers.
The researchers sought the permission of the school head of the Calauag Elementary
School to distribute questionnaires to the total enumeration of Araling Panlipunan
intermediate teachers of the school. The data gathering tools were distributed in Google
form through the respondent’s messenger group chat.
The research questionnaires comprise a checklist divided into three (3) parts.Part
1 dealt with the level of frequency of using technology platforms and tools in Araling
Panlipunan adapted from Son (2008). Part 2 used the survey tool of Schmidt, et al
(2009) which dealt with the level of competence of using TPACK in implementing
technology in teaching the subject. Using the questionnaire of Ghavifek & Rosdy (2015),
part 3 dealt with level of effectiveness of technology integration.
Descriptive statistics were used to analyze, describe, and summarize the
retrieved data. Furthermore, weighted mean was used to determine the level of
frequency of using online platforms, TPACK competence, and effectiveness of
technology integration in intermediate Araling Panlipunan subject.
