Investigating the technological pendagogical content knowledge of biology science teachers and the impacts on students’ performance in selected public secondary schools
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Investigating the technological pendagogical content knowledge of biology science teachers and the impacts on students’ performance in selected public secondary schools
Abstract
The purpose of this study was to investigate the technological pendagogical content knowledge of biological science teachers and its impact on student performance in selected public secondary schools.
The study’s overall population consists of 200 personnel from chosen secondary schools in Ibada, Oyo state. The researcher employed questionnaires to collect data. The descriptive survey research design was used for this investigation.
The survey included 133 respondents who worked as principals, vice principals, instructors, and marketers. The acquired data was organised into tables and analysed using simple percentages and frequencies.
Chapter one
Introduction
1.1 Background of the Study
Science teacher education focusses on developing teachers’ knowledge to improve classroom practice and student learning (Brown, Friedrichsen & Abell, 2013; Kind, 2009).
According to De Jong, Veal, and Van Driel (2002), this worry arose first as a result of research demonstrating a close link between what instructors know (subject knowledge) and how they teach (pedagogical knowledge).
Constructivist views on scientific teaching and learning imply that teachers’ knowledge base should include students’ preconceptions or alternative frameworks to create effective teaching points on their behalf.
According to Shulman (1986) and others (Loughran, Berry & Mulhall, 2012), teachers possess three types of knowledge: subject matter content knowledge, pedagogical knowledge, and knowledge of students’ preconceptions and learning difficulties. This is referred to as pedagogical content knowledge.
Pedagogical content knowledge has been defined as teacher knowledge that enables teachers to help students access specific content information in a meaningful way (Miller, 2007).
Recent global trends in science education enrolment indicate that few students choose science at the secondary school level. Furthermore, there is widespread low performance and bad views towards the topic itself (Barmby, Kind, & Jones, 2008; Kazeni & Onwu, 2013).
The Technological Pedagogical Content information (TPACK) framework is widely used to analyse, learn, and describe the various forms of information required by professors and teachers (Mishra & Koehler, 2006). Decision and policy makers provide appropriate assistance for developing and implementing educational technologies (Lee, 2002).
However, technological developments in education should not only be targeted; there is also a need for more effective learning tools (Romeo, 2006). ICT has a positive impact on a variety of learning processes (Romeo, 2006).
The emergence of three overlapping components of learning, namely content, pedagogy, and technology, conceptualises pedagogical techniques. According to Cox and Graham (2009), TPACK can assist educators grasp the potential benefits of new technologies in education.
According to Graham (2011), TPACK can be used to analyse the impact of teachers’ professional development on their classroom performance using ICT. The additional value of TPACK is found in the technological support it provides to students in their learning and the development of conceptual and procedural qualities (Voogt, Fisser, Pareja Roblin, Tondeur, & Van Braak, 2013).
Based on this backdrop, the researcher wishes to evaluate the technological pendagogical content understanding of biological science teachers and its impact on student performance.
Statement of the Problem
Traditional teaching methods must be replaced with sophisticated learning approaches that make use of ICT. Bransford, Brown, and Cocking (2000) suggest that general teaching abilities are essential to update when using sophisticated technologies for effective education. Meanwhile, Lee (2002) stated that with the incorporation of ICT into schools, instructors should serve as mentors rather than experts in formation.
This study looked at the technological pendagogical subject knowledge of biology science teachers and how it affected student performance in selected public secondary schools.
The current study has contributed to a better understanding of teachers’ levels of knowledge in technology, pedagogy, and content of science disciplines, particularly biology, in Nigeria.
This could also be useful in other nations where teachers haven’t used technology efficiently. The study supports and reinforces the usefulness of technology in the teacher preparation stage, which benefits other countries as well.
The Objectives of the study
The study’s aims are:
To determine the use of technology in teaching biology and science in secondary schools.
To investigate the association between technological pendagogical content knowledge and student academic performance in biology science.
To determine the teacher’s degree of understanding in technology, pedagogy, and content of biology science in secondary school
Research Hypotheses
The following hypothesis are formed:
H0: Technology makes no contribution to the teaching of biology in secondary schools.
H1: Technology contributes to the teaching of life science in secondary schools.
Hypothesis: There is no association between technological pendagogical content knowledge and student academic achievement in biology science.
H2: There is a relationship between technological pendagogical content knowledge and student academic achievement in life science.
Significance of the Study
The report will be extremely useful to students, teachers, the Ministry of Education, and policymakers. The study will provide a thorough understanding of biological science teachers’ technological pendagogical content knowledge and its implications for student performance.
The project will provide insight into the use of technology in education, particularly in the teaching of biology science. The study will also serve as a reference for other researchers who would venture on the relevant topic.
Scope and limitations of the study
The study’s scope includes an investigation on the technological pendagogical subject knowledge of biology science teachers and its impact on student performance in selected public secondary schools. The survey would only include selected government secondary schools in Ibadan.
The following limitations were encountered throughout the course of this study:
Financial constraints- Insufficient funds tend to restrict the researcher’s efficiency in accessing relevant resources, literature, or information, as well as in data collecting (internet, questionnaire, and interview).
Time constraints: The researcher will conduct this investigation while also working on other academic projects. This will reduce the amount of time spent on research.
Operational Definition of Terms
Technology is the collection of techniques, skills, methods, and processes utilised in the creation of goods or services or in achieving goals, such as scientific research.
Pendagogical: Anything pertaining to teaching is pedagogical.The term “pedagogical,” pronounced “peh-duh-GAH-gi-cal,” originates from the Greek word paidagōgikos meaning “teacher.” If it’s pedagogical, it’s about teaching, from lesson plans to teaching methods and even classroom design.
Content knowledge refers to the facts, concepts, theories, and principles that are taught and learnt in specific academic courses, rather from associated skills—such as reading, writing, or researching—that students learn in school.
Biology science: Biology is a natural science that studies life and living things. Modern biology is a wide and diverse area comprising of several specialised disciplines that investigate the structure, function, growth, distribution, evolution, or other aspects of living organisms.
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