Secondary School Teachers Technology Pedagogical Content Knowledge (TPACK) Levels and its Implications for Curriculum Implementation in Delta State

Abstract

Secondary education is vital to a nation’s sustainable growth. In Nigeria, this education is offered to provide trained manpower in key sectors that provide entrepreneurial, technical and vocational job specific skills for self-reliance. To achieve these objectives, effective curriculum implementation is one of the factors that cannot be over-looked. Teachers thus, need to possess in high levels, the Technology Pedagogical Content Knowledge (TPACK) necessary for curriculum implementation. This was therefore, the focus of this study. Descriptive survey research design was employed in the study. Secondary school teachers in public schools in Delta State constituted the population. Purposive, multi-stage and simple random sampling techniques were used in selecting 88 schools and 2,200 teachers from five local government areas that made up the sample size. The instrument used was adapted from Mishra and Koehler (2006) TPACK model. The instrument was validated and tested for reliability and found reliable with a reliability co-efficient of 0.87. Data collected was analyzed using descriptive statistics of frequency count, mean and standard deviation. The study found that secondary school teachers have high TPACK levels necessary for effective curriculum implementation. It was therefore recommended among others that, factors responsible for the high TPACK levels be identified and sustained.