TPACK AND COMPUTER LITERACY AS PREDICTORS OF KNOWLEDGE AND UNDERSTANDING IN PLANE AND SOLID GEOMETRY

This study determined the influence of technological pedagogical content knowledge and computer literacy on knowledge and understanding of plane and solid geometry among mathematics students in Agusan del Sur. A quantitative predictive-correlational design was utilized in this study to investigate the relationship between the three variables. Purposive sampling was used to choose the respondents in this study. Data used in this study were gathered through adapted questionnaires validated by experts. The statistical tools used were mean, standard deviation, Pearson product-moment correlation, and multiple regression. This study revealed that higher education institution teachers had a very high level of TPACK. Moreover, mathematics students have a high level of computer literacy and a moderately high level of knowledge and understanding of the plane and solid geometry. The relationship between TPACK and knowledge and understanding of plane and solid geometry was positive and significant. In addition, the relationship between computer literacy and knowledge and understanding of plane and solid geometry was positive and significant. Results showed that the teachers' TPACK significantly influenced the students' knowledge and understanding of plane and solid geometry.