College Instructors’ Assessment Literacy, Technological, Pedagogical and Content Knowledge (TPACK): Predictors of Students’ Academic Performance and Engagement
Keywords:
Assessment literacy, student engagement, technological, pedagogical and content knowledgeAbstract
In an ever-changing landscape of dynamic teaching techniques and rapidly advancing technology, college educators stand as architects of knowledge, shaping tomorrow's leaders through innovative approaches that transcend traditional teaching paradigms. This study addressed the pressing need to harmonize assessment literacy with technological, pedagogical, and content knowledge (TPACK) to foster student engagement and academic success. The study employed a correlational design, a quantitative research method, conducted across multiple colleges within a private higher education institution located in Cagayan de Oro City during the second semester of the 2023-2024 academic year. The sample size, determined using Andrew Fisher’s formula, consisted of 134 students representing various academic disciplines. Descriptive statistics such as mean, standard deviation, frequency, and percentage to determine college educators’ assessment literacy and Technological, Pedagogical, and Content Knowledge (TPACK) and Inferential statistics such as multiple regression were used to determine which variable predicts students’ performance and engagement. The study's findings revealed that instructors have moderate assessment literacy and excel in teaching, particularly in technological and pedagogical knowledge. However, students expressed lower confidence in their instructors' content knowledge. Despite this, students demonstrated high academic performance, with many excelling and showing strong emotional engagement in their educational activities. The research underscored the critical role of instructors' technological knowledge in boosting student academic achievement, highlighting the imperative for technological proficiency in the educational sector. Students demonstrated substantial emotional investment in their learning activities, reflecting consistently high engagement levels. Furthermore, the study found that while assessment literacy, technological expertise, and pedagogical knowledge positively influence student engagement, content knowledge surprisingly detracts from it. The conclusion asserts that enhancing technological proficiency among instructors is essential for improving student performance and engagement, encouraging educators to prioritize this aspect to achieve superior educational outcomes.
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