Exploring Senior High School Teachers’ Technological Pedagogical Content Knowledge in The Greater Accra Region of Ghana

Andoh Nicholas (Ph.D.)., Sanderson Kyeraa Yeboah (Ph.D.)., Ohene Afriyie Emelia (PhD), Emmanuel Kyereda Otabil, (Ph.D.), Joel Nunana ATIEKU (M.Phil. M.Ed.) and Sefenu J. C.
Additional contact information
Andoh Nicholas (Ph.D.).: School of Education, Department of Management and Accounting Education, Valley View University, Ghana.
Sanderson Kyeraa Yeboah (Ph.D.).: School of Education, Department of Management and Accounting Education, Valley View University, Ghana.
Ohene Afriyie Emelia (PhD): Faculty of Business, Department of Management and Public administration, Accra Technical University.
Emmanuel Kyereda Otabil, (Ph.D.): School of Education, Department of Accounting Education, Valley View University, Ghana.
Joel Nunana ATIEKU (M.Phil. M.Ed.): School of Education, Department of Arts and Social Studies Education, Valley View University, Ghana.
Sefenu J. C.: Department of Business and Social Sciences Education, University of Cape Coast, Ghana.

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 5, 111-138

Abstract: The study explored Senior High School teachers’ level of Technological, Pedagogical and Content Knowledge (TPACK) in Senior High Schools in the Greater Accra Region and examined the differences in teachers’ level of TPACK on the basis of some demographic variables using the mixed methods approach. The study employed sequential explanatory mixed methods design. Simple random sampling technique was used to select 248 teachers and proportionate sampling technique was also used to select the participants for the interview session. Questionnaire was used to gather quantitative data whilst interview guide was used to gather qualitative data. Mean and standard deviation was used to examine teachers’ level of TPACK. Moreover, Independent samples t-test was used to examine whether differences exist in teachers’ TPACK and gender. One-way (ANOVA) was used to examine whether differences exist in teachers’ TPACK based on age, teaching experience and academic qualification. The thematic analyses of the qualitative data were done to explain the teachers’ moderate level of TPACK. The finding showed that teachers possessed higher Content, Pedagogical and Pedagogical Content Knowledge and moderate Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and TPACK. The study found that there was statistically significant difference in teachers’ TK, TCK and gender in favour of the male teachers. The study concluded that teachers’ moderate Technological Knowledge did not reflects in teaching and had negative toads on the use of emerging technologies. The study recommended that the Ministry of Education through GES and government should organise refresher courses for in-service teachers on technology integration in teaching.

Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijrsi/d ... -issue-5/111-138.pdf (application/pdf)
https://rsisinternational.org/journals/ijrsi/artic ... cra-region-of-ghana/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bjc:journl:v:11:y:2024:i:5:p:111-138

Access Statistics for this article

International Journal of Research and Scientific Innovation is currently edited by Dr. Renu Malsaria

More articles in International Journal of Research and Scientific Innovation from International Journal of Research and Scientific Innovation (IJRSI)
Bibliographic data for series maintained by Dr. Renu Malsaria ().