Abstract
Technological Pedagogical Content Knowledge (TPACK) is a dynamic, integrative, and transformative knowledge of the technology, pedagogy, and content of a subject matter needed for pedagogically meaningful integration of ICT in teaching. Effective integration of technology and pedagogy around specific subject matter requires developing sensitivity to the dynamic relationship between these components of knowledge situated in unique contexts. This study investigated the effectiveness of using TPACK-integrated lessons to the academic achievement in Science of Grade 8 students of Ugad High School for the school year 2019-2020. The study was conducted to test the significant difference in the academic achievement of students who were taught using TPACK-integrated lessons and those who were taught using conventional method of teaching. Experimental research through pretest-posttest design was used to conduct the study on 66 grade 8 students of two intact classes. A validated researcher-made 40-item achievement test was used to measure the learning gained by both the experimental and the control group. The data were treated with Mean Percentage Score and t-test at 0.05 level of significance. The study revealed a low performance on the pre-test scores of the students in science on the control and experimental group. The difference was not statistically significant. On the other hand, the students’ performance in the post-test in the control group was interpreted as average while moving towards mastery performance for the experimental group. The study also revealed that there was a significant difference in the post-test of the control and experimental group. Furthermore, the academic achievement of the experimental group is significantly higher than the control group. Therefore, TPACK-integration in science lessons could enhance the academic achievement of the students.
