Contemporary Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge Levels in Perspective: Self-reported Survey

Abstract

This study which is part of a project examined the perception of preservice mathematics teachers on Technological Pedagogical Content Knowledge (TPACK) levels and the relationship among the TPACK components. The research design employed was descriptive interspersed with correlational design. The population for this study was preservice mathematics teachers at the University of Education, Winneba of Ghana. The study employed the purposive sampling technique specifically homogeneous sampling technique to select level 300 mathematics teachers from the department of mathematics education of the University of Education, Winneba. In all, the level 300 (year 3) students were 183. Raosoft sample size software tool was used to determine a sample size of 125 for the study. After the determination of the sample size, simple random sampling technique was used in selecting the respondents for the study. Questionnaire was used as instrument to collect data. Data collected were analysed quantitatively. Results showed that: (i) the perceived knowledge level of the preservice mathematics teachers on TPACK and its components were moderate and high; (ii) there were positive relationships among the components of TPACK, and all of the relationships were statistically significant. Recommendations were thereof made accordingly.