Departmet of Arts and Science Education

Permanent URI for this community

https://kwasuspace.kwasu.edu.ng/handle/123456789/363

Browse

Browsing Departmet of Arts and Science Education by Author "Bashirat Titilope IMAM, Dare Abdulraheem GBIGBADUA And Hafsat Imam ALABI"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-EFFICACY OF TRAINEE SCIENCE TEACHERS IN COLLEGES OF EDUCATION IN ILORIN, NIGERIA
    (Journal Plus Education, 2024-11-24) Bashirat Titilope IMAM, Dare Abdulraheem GBIGBADUA And Hafsat Imam ALABI
    Abstract: One of the key elements influencing the adoption of technology in science teaching and learning is the efficacy of teachers in using technological pedagogical content expertise. This study examines trainee science teachers enrolled in three Ilorin colleges of education and their efficacy in using technological pedagogical content expertise. The study specifically focused on colleges of education that were owned by the federal, state, and private sectors. This study took into account variables including gender, year of study, specialization, and type of school. The study used descriptive survey research method. A multistage sampling approach was employed to choose 221 science pre-service teachers from selected schools. The research instrument used to elicit responses in this study was an adapted TPACK selfefficacy questionnaire. The questionnaire was validated, and an internal consistency reliability test was carried out to determine its reliability. Cronbach’s alpha statistics was used to determine the reliability coefficient, and a value of 0.94 was obtained. Hence, the instrument was considered reliable. The data gathered was subjected to analysis using Welche's t-test and Kruskal Wallis test. The results indicated that trainee teachers Journal Plus Education Vol. XXXVI No. 2/NOVEMBER p.244-259 - 245 sampled in this study had a moderate level of TPACK self-efficacy when it came to teaching, and that there was a significant difference in pre-service teachers' selfefficacy depending on their gender, year of study, area of specialization, and type of school attended.