An evaluation of TUPV faculty's teaching performance as influenced by technologial knowledge, attitudes and skills

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Author: Guamen, Irenea J.

Accession Number: 1005D

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Copyright Year: 2003

Abstract:

This descriptive research attempted to assess the TUP- Visayas faculty teaching performance as influenced by technological knowledge, attitude towards technology and technological skills. The dependent variable was teaching performance; the moderator variables technological knowledge, attitude towards technology and technological skills; and the independent variables rank, gender, licensure, educational attainment, teaching load, length of service, and length of industry experience. Descriptive statistics employed were the mean, frequency tabulation, percentage, and standard deviation; inferential statistics were Cronbach alpha, the t-test for independent samples, the step-wise multiple regression analysis, and the Pearson's r, all set at .05 alpha level. Among the 56 TUPV faculty, almost half were senior faculty and the other half junior faculty; 75% were males and the rest females; majority were licensed but had bachelor's degree only; almost two-thirds carried teaching overloads and had long government service but had little industry experience. The faculty generally reflected very satisfactory teaching performance, very good technological knowledge, very good technological skills, and very positive attitude. The male faculty registered significantly better technological knowledge than the females and those with short government service showed significantly better technological knowledge than with those with long service The male faculty showed significantly better technological skills than the females; those with master's degrees significantly better than those with bachelor's degrees only. The faculty's technological knowledge significantly correlated with their teaching performance, attitude towards technology and technological skills. The faculty's attitude and technological skills also correlated significantly. None of the identified variables-- age, gender, licensure, educational attainment, teaching load, length of service and industry experience-- proved to be significant predictors of the faculty's teaching performance. Educational attainment and length of service cam out as significant predictors of the faculty's technological knowledge. Gender was a significant predictor of the faculty's attitude towards technology. Educational attainment was a significant predictor of the faculty's technological skills.


Keywords: Teaching performance, technological knowledge, attitude towards technology, technological skills

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