Assessment of Secondary School Science Teachers Pedagogical and Content Knowledge (TPACK) in Minna Niger State

Abstract

An assessment of the levels of pedagogical knowledge (PK), content knowledge (CK) and pedagogical content knowledge (PCK) of science teachers in Minna Niger state. The research design is descriptive statistics. The researchers developed a five-point Likert scale questionnaire which had fifteen constructs each on PK, CK, and PCK. All science teachers in Minna form the population. The sample size for the study was two hundred science teachers. The data collected were analyzed using the mean and standard deviation. An average mean of 3.0 was used as the benchmark; teachers who scored below the average mean had low PK, CK, and PCK, and teachers who scored above the average mean had high PK, CK, and PCK. The results showed that grand means of 3.54 was gotten for PK, 3.50 for CK, and 2.50 for PCK indicating that teachers had high PK and CK while the level of their PCK was low. It was recommended that teachers should be given capacity training on pedagogical content knowledge (PCK), among others.