📄 Abstract
This study examined the relationship between teachers’ Technological Pedagogical and Content Knowledge (TPACK) and students’ mathematical performance using a descriptive-correlational research design. The study was conducted in selected private elementary schools in Davao City during the Academic Year 2024–2025. Participants included 80 elementary mathematics teachers and 133 Grade 6 learners, selected through purposive sampling. An adapted and validated questionnaire was utilized to assess the teachers’ level of TPACK across its different dimensions, while the students’ mathematical performance was determined through their mathematics grades. The findings revealed that teachers demonstrated a high level of technological, pedagogical, and content knowledge, indicating their capability to integrate technology effectively into mathematics instruction. Moreover, the Grade 6 learners obtained a very satisfactory level of mathematical performance. Statistical analysis further revealed a significant relationship between teachers’ TPACK and students’ mathematical performance, suggesting that effective integration of technology, pedagogy, and content knowledge contributes positively to learners’ academic achievement in mathematics. All TPACK indicators were found to significantly influence students’ performance. Based on the findings, the study recommends that school administrators and academic leaders strengthen professional development initiatives and training programs focused on technology integration to further improve mathematics instruction and enhance student learning outcomes.
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📚 How to Cite:
Helenme F. Babao , TEACHERS’ TECHNOLOGICAL PEDAGOGY, TECHNOLOGICAL CONTENT KNOWLEDGE AND LEARNERS’ MATHEMATICAL PERFORMANCE IN ELEMENTARY SCHOOLS , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 181 - 188 ,