Students’ Agricultural Literacy and Secondary Teachers’ Technological Pedagogical and Content Knowledge (TPACK) in Agriculture

Students’ Agricultural Literacy and Secondary Teachers’ Technological Pedagogical and Content Knowledge (TPACK) in Agriculture

Nikko Karlo B. Villareal, PhD
https://orcid.org/0009-0009-7207-7924
nikkokarlo.villareal@deped.gov.ph/ nkvillareal@ncf.edu.ph
SDO Camarines Sur, Philippines
Naga College Foundation, Inc., Philippines

DOI: https://doi.org/10.54476/ioer-imrj/

ABSTRACT

This study investigated the status of students’ agricultural literacy and the relationship between students’ agricultural literacy and teachers’ TPACK. It employed a descriptive-correlational data gathering method, a researcher-made agricultural literacy test aligned to the K to 12 Curriculum Guide was utilized to gather and describe the status of students’ level of literacy in agriculture, and analyze the significant relationship between students’ agricultural literacy and teachers’ TPACK. The study found that most Grade 8 and Grade 10 students need more knowledge in their agricultural crop production (exploratory) and (specialized) courses. In Grade 8, there are no significant relationships between teachers’ technological knowledge and students’ agricultural literacy, as well as teachers’ pedagogical knowledge and students’ agricultural literacy, contrary to Grade 10 TK and PK, which have significant relationships with students’ agricultural literacy. Grade 8 and 10 teachers’ content knowledge has a significant relationship with students’ agricultural literacy.

Keywords: Agricultural Education, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Agricultural Literacy

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