Students’ Perception of Teachers’ Technological, Pedagogical, and Content Knowledge and Motivation to Learn Science: The Moderating Role of Physics Anxiety
This study examined the relationship between students’ perception of teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) and motivation to learn science, with physics anxiety serving as a moderating variable. Using a descriptive-correlational quantitative research design, the study involved Grade 12 senior high school students as respondents. Data were analyzed using Pearson Product-Moment Correlation, multiple regression, and moderation analysis through simple slope analysis. The findings revealed that students perceived their teachers’ TPACK to be very high and that their motivation to learn science was also high. However, students also demonstrated high levels of physics anxiety. Correlation and regression analyses showed that Instructional Representation and Strategies (IRS) and Knowledge of Students’ Understanding (KSU) positively predicted motivation, while Technology Integration and Application (TIA) negatively predicted motivation. Furthermore, moderation analysis revealed that physics anxiety significantly moderates the relationship between perceived teachers’ TPACK and motivation to learn science. Specifically, the positive effect of teachers’ TPACK on motivation weakened as students’ physics anxiety increased. The study concluded that effective technological, pedagogical, and content instructional competencies enhance students’ motivation, but high physics anxiety may diminish the positive impact of teachers’ TPACK on motivation to learn science. These findings indicate that even though the enhancement of teachers' TPACK alone might not be enough to maintain the motivational level of students for science, there is also a need for the adoption of instructional and psycho-social approaches that assist in minimizing the students' anxiety about physics, thus creating a conducive environment for efficient teaching.