Lecturer Self-Assessments and Student Evaluations of Teaching Competence in Higher Education: An Analysis Based on the TPACK Framework

Abstract

In recent years, the landscape of higher education has been rapidly evolving, driven by advancements in technology and changes in pedagogical approaches. However, there is a discrepancy between how lecturers perceive their own teaching competencies and how students evaluate these competencies. This research aims to compare lecturer self-assessments and student evaluations of teaching competence within the framework of TPACK (Technological Pedagogical Content Knowledge). This study employed a quantitative method with a sample of lecturers and students. Random sampling was applied, resulting in 104 students and 52 lecturers from Universitas Asahan. Based on the results of the Mann-Whitney U test, there was no significant difference between students' and lecturers' assessments of Pedagogical Knowledge (PK) (Asymp. Sig. (2-tailed) = 0.355 > alpha = 0.05). However, for the remaining competencies, specifically Content Knowledge (CK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK), there are significant differences in perceptions between students and lecturers. The disparity between students' and lecturers' perceptions suggests that they may hold varying interpretations of what constitutes effective integration of TPACK in teaching. Additionally, the results imply that lecturers underestimate their proficiency in integrating technology with pedagogy and content knowledge.