Computer self-efficacy, knowledge, and use of technological pedagogical and content knowledge among faculty post-graduate students

Abstract

Background:  Technology has been a vital part of the 21st-century classroom. Because of these fast-changing innovations, this study focused on the relationship between computer self-efficacy, knowledge, and use of Technological, Pedagogical, and Content Knowledge (TPACK).

Objectives: The study determined the perceived levels of computer self-efficacy and the perceived levels of knowledge (TPACK) among faculty members pursuing post-graduate degree programs, described the use of TPACK as reflected in their actual instructional designs, and determined the correlation between computer self-efficacy, knowledge, and use of TPACK.

Methodology:  This study was conducted in one government graduate school in Manila, Philippines. The “Computer Self-efficacy Scale” developed by Teoh and Koh in 2010 was administered. TPACK was measured by administering the Survey of Preservice Teachers' Knowledge of Teaching and Technology by Schmidt et al. in 2009.

Results:  Results showed that faculty members perceive that they have almost a high self-efficacy in terms of basic computer skills. In terms of TPACK, faculty members were observed to be only neutral in knowing technological knowledge. Correlations found were among the subconstructs of Computer Self-efficacy and the TPACK framework, although their relationship cannot be further explored due to limitations of data gathered.

Conclusion:  Not all computer skills aid the learning experience. For example, results show that using skills like using word processors do not necessarily correlate with methods of teaching. It is recommended to perform a more in-depth analysis of the instructional designs and proficiency in web-based instructions to obtain correlations between constructs.