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Improving Grade 12 SHS Students’ Reading Skills through Technological Pedagogical and Content Knowledge (TPACK) and Teacher - Directed Instructions |
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| รหัสดีโอไอ | |
| Creator | Alma S. Uayan |
| Title | Improving Grade 12 SHS Students’ Reading Skills through Technological Pedagogical and Content Knowledge (TPACK) and Teacher - Directed Instructions |
| Contributor | Kurt S. Candilas |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2567 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 2 |
| Journal No. | 2 |
| Page no. | 106-118 |
| Keyword | TPACK, teacher-directed instruction, reading skills, SHS students |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/596 |
| ISSN | 2822-1311 |
| Abstract | Reading, a fundamental skill for both academic and personal development, can be hindered when students overly concentrate on decoding tasks such as identifying thesis statements, summarizing, and elucidating text-specific ideas. Addressing this, the study evaluated the effectiveness of Technological, Pedagogical, and Content Knowledge (TPACK) Instruction versus Teacher-Directed Instruction (TDI) in improving reading skills among Grade 12 students in one of the senior high schools in Kinoguitan, Misamis Oriental, Philippines. A quasi-experimental design was employed, involving 70 participants who were equally divided into two groups of 35. Thirty-five (35) students were exposed to TPACK (experimental group) and the other thirty-five students in teacher-directed instruction (control group). For data analysis, descriptive statistics and t-tests were utilized to ensure a thorough assessment of the outcomes. The findings revealed that TPACK emerged as more effective in enhancing overall reading skills for Grade 12 students. Interestingly, this trend was not consistent across all aspects of reading; in the specific skill of summarizing, the TDI group exhibited a slight improvement over the TPACK group. This suggests that while TPACK is generally more beneficial, TDI has its strengths in certain areas of reading. In conclusion, the study indicates that both TPACK Instruction and Teacher-Directed Instruction have their respective merits in the context of Senior High School (SHS) reading skill development. TPACK is more effective in increasing reading skills except for summarizing where both approaches are comparably effective. It advocates for a blended approach in educational strategies, integrating technological tools with effective teacher facilitation, to enhance student learning outcomes comprehensively. This approach underscores the importance of a multifaceted educational methodology in cultivating vital reading competencies among students |
