Science Teachers’ Technological Pedagogical Content Knowledge Acquisition in Calabar Education Zone of Cross River State, Nigeria

Scholastica Okon Ebek, Dr Ekpenyong Effiong Ibok, Dr Joseph Effiom-Edet Ntibi, Monica Etop John & David Morison Udobong


This study adopted survey design to examine science teachers’ technological pedagogical content knowledge acquisition. It was guided by two research questions and two null hypotheses.  All the four hundred and six (406) science teachers were used as sample for the study. One instrument titled “Science Teachers’ Tchnological Pedagogical Content Knowledge Questionnaire” (STTPCKQ) was used for data collection. The reliability of the questionnaire, established using Cronbach Alpha, ranges from .78 to .83. The hypotheses were tested using population t-test for hypothesis one and independent t-test for hypothesis two. The two hypotheses were tested at .05 level of significance. The findings of the study revealed that science teachers’ technological pedagogical   content knowledge acquisition is significantly high and there is a significant influence of gender on Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) acquisition in public Secondary Schools. Based on the findings of this study, it was recommended, amongst others, that workshops, conferences and seminars should be organised regularly for secondary school teachers to sustain and/or maintain the high level of technological pedagogical content knowledge they claimed to have achieved.

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