A Comparative Analysis of TPACK Competencies among Secondary School Science and Mathematics Teachers in Savannakhet and Khammouane Provinces, Academic Year 2025-2026

Abstract

The purposes of this research were to: 1) analyze the 7 domains of Technological Pedagogical Content Knowledge (TPACK) competency among secondary school science and mathematics teachers, 2) compare teachers’ TPACK competency based on demographic factors including gender, teaching experience, and main teaching subjects, and 3) examine the correlation between Technological Knowledge, Pedagogical Knowledge, and overall TPACK competency. The sample consisted of 143 secondary school science and mathematics teachers in Savannakhet and Khammouane provinces during the 2025-2026 academic year, selected through multi-stage random sampling. The instrument utilized for data collection was a 5-point Likert scale questionnaire with a high reliability coefficient. Data were analyzed using mean, standard deviation, independent samples t-test, One-Way ANOVA, and Pearson's product-moment correlation coefficient. The findings revealed that: 1) Overall, the secondary school teachers' TPACK competency was at a moderate level. Considering each domain individually, the highest competency levels observed at a high level were Pedagogical Content Knowledge, Content Knowledge, and Pedagogical Knowledge, respectively. Conversely, the lowest competency levels at a moderate level were found in Technological Knowledge followed by overall Technological Pedagogical Content Knowledge; 2) The comparative analysis demonstrated that teachers with different genders, years of teaching experience, and main teaching subjects showed no statistically significant differences in their overall TPACK competency; 3) The correlation analysis illustrated that both Technological Knowledge and Pedagogical Knowledge had statistically significant positive correlations with overall TPACK competency. Notably, Technological Knowledge showed a very strong positive correlation with overall TPACK competency, which was higher than the correlation of Pedagogical Knowledge that exhibited a strong positive correlation.