Investigating the Technological Pedagogical Content Knowledge of Biology Science Teachers and the Impacts on Students’ Performance in Selected Public Secondary Schools
Chapter One
Objective of the study
The objectives of the study are;
- To find out the contribution of technology in the teaching of biology science in secondary school
- To ascertain the relationship between technological pendagogical content knowledge and student academic performance of biology science
- To find out teacher level of knowledge on technology, Pedagogy, and Content of biology science in secondary school
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
There are three common elements, including technology, pedagogy, and content; therefore, knowledge about individual element is defined first. Afterwards, a combination of these two elements have been defined. Ultimately, TPACK is defined as a combination of technology, pedagogy, and content knowledge. These components can be used as a guideline to integrate new technologies into learning environments. On the basis of previous studies, the definition of each component is shown below (Koehler & Mishra, 2009; Mishra & Koehler, 2006):
- TK: general knowledge of standard and advanced technologies, such as blackboard, applications, software, smart devices, and social media. These cases require certain skills to operate particular technologies.
- PK: knowledge of teaching and instruction, such as instructional practices, pedagogical approaches, teaching strategies, students’ roles, classroom management, and student communities.
- CK: knowledge of subject matter, such as scientific information and mathematic knowledge.
- TCK: knowledge of employing technologies to gain information about specific subject matter knowledge. • TPK: knowledge of employing technologies to support teaching strategies and instructional practices
. • PCK: knowledge of transforming specific subject matter into a pedagogical approach for students.
- TPACK: knowledge of employing suitable technologies to represent specific subject matter knowledge via successful instructional approaches and teaching strategies
. • There are several previous studies that considered the relationship among TPACK framework domains. For example, a study conducted by Archambault and Crippen (2009) showed that although the teachers had positive attitude towards the domains of pedagogy, content, and pedagogical content, they were less confident about the use of technology. The framework of TPACK revealed some of the interconnected domains; technology and pedagogy, and technology and content are also related to one another. Within the TPACK framework, technological knowledge, content knowledge, and pedagogical knowledge play an important role (Chai, Koh & Tsai, 2010). It ought also to been examined that all the domains of TPACK are complicated and interconnected, and consequently, it proves difficult to separate each domain. Moreover, pedagogy, content, and technology proved to be the most evident, out of which technology was the most important domain (Harris & Hofer, 2011)
Content, pedagogy, and technology are important constituents of the framework of TPACK; but for completion of this framework, it is important to design technology-mediated instructions for teachers. According to Kelly (2008), teachers ought to be regarded as instructional designers, rather than just teachers or instructors. The use of ICT in teaching and learning has several characteristics. These characteristics, when linked with the TPACK framework, can have positive impact on the outcomes; therefore, this practice ought to be implemented (Baran, Chuang & Thompson, 2011).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to Investigating the technological pendagogical content knowledge of biology science teachers and the impacts on students performance in selected public secondary schools.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on Investigating the technological pendagogical content knowledge of biology science teachers and the impacts on students performance in selected public secondary schools. 200 staff of selected secondary schools was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to Investigating the technological pendagogical content knowledge of biology science teachers and the impacts on students performance in selected public secondary schools.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of technological pendagogical content knowledge of biology science teachers and the impacts on students performance
Summary
This study was on Investigating the technological pendagogical content knowledge of biology science teachers and the impacts on students’ performance in selected public secondary schools. Three objectives were raised which included: To find out the contribution of technology in the teaching of biology science in secondary school, to ascertain the relationship between technological pendagogical content knowledge and student academic performance of biology science, to find out teacher level of knowledge on technology, Pedagogy, and Content of biology science in secondary school. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Ibada, Oyo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principal adm, teachers and marketers were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The association between three components of knowledge, including technology, pedagogy and content has been introduced on the basis of TPACK framework. This helps to understand the association among three different components involved in effective teaching and learning with educational technologies. There were differences among teachers’ according to their gender, teaching subjects and teaching experiences. Findings have important implications for Nigeria teachers and educators. Specifically, preparation for the future teachers needs to be moved from traditional approaches to advanced approaches, including the integration of technologies throughout content courses (Archambault & Crippen, 2009; Bingimlas, 2010). Moreover, the Nigeria Ministry of Education needs to focus on providing both girls’ and boys’ schools with educational technologies and teachers with effective technological training, especially those who teach the biology Science.
Recommendation
Ministry of education should document lists of student misconceptions and alternative frameworks of science concepts that are generally considered difficult to learn as a way of enriching pre-and in-service science teachers‟ PCK.
References
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