The TPACK Model, Students’ Academic Performance in English, and Challenges of Its Use as Assessed by Teachers

Employing a mixed-method (quantitative-qualitative) research design that involved random assignment and purposive selection, this study delved into the effect of the Technological, Pedagogical, and Content Knowledge (TPACK) Model on the Academic Performance in English of Grade 11 students and the challenges of its use as assessed by the teachers. The qualitative data collected from the interview were translated, coded, categorized, and given specific themes. Results from the experimentation divulged that the group exposed to the TPACK had more students who got passing grades. Hence, the TPACK model showed promising chances of improving students’ academic performance. Four themes emerged concerning the challenges of the use of the TPACK Model as assessed by the teachers namely: Connectivity/Internet   Issues and    Unavailability of Facilities, Students’ Limited Knowledge of the Technology and Unavailability of Devices, Teacher’s Limited Knowledge of the Technology, and Teacher’s Interest/Time and Age. Lastly, findings showed a significant difference in students' academic performance in English, particularly in the experimental group exposed to the TPACK. Hence, it was noted that the TPACK model can help teachers teach English and other learning areas to improve students’ academic performance. To this effect, the TPACK model is recommended in teaching English and other learning areas to supplement and enhance teaching methodologies. In achieving technology’s significant role in teaching and learning, support facilities and development programs for teachers’ capacity building and upskilling that will improve technology integration were humbly suggested.