Abstract:
The study sought to examine the use of TPACK and its effectiveness in teaching Senior
High School mathematics after the COVID 19 pandemic in the Effutu municipality of
Ghana. Through convergent mixed-methods design, a sample of 64 respondents
(consisting 54 teachers and 10 students) were purposively selected for the study. The
study used the Technological Pedagogical Content Knowledge (TPACK) framework
and the Constructivist Learning Theory as lenses to underpin the study. The researcher
used questionnaire and interview guide as instruments for data collection. The data from
the study was analysed using descriptive statistics and thematic analysis. The findings
revealed that TPACK has been used to enhanced students’ understanding and made
learning more fun and engaging. The study found that TPACK promoted better
participation, increased teachers’ productivity and changed the way learners learn,
positively influencing teacher’s effectiveness in teaching mathematics in Senior High
Schools in Effutu municipality. The study found that TPACK summative assessments
in Senior High School mathematics in Effutu municipality was effective because
TPACK enhanced classroom interaction and engagement, it also modernized
assessment methods, encouraged the use of various assessment methods and fostered
quick feedback to students. The study concludes that TPACK serves as a catalyst for
pedagogical innovation, ultimately enhancing the quality of mathematics instruction.
The study also concludes that TPACK implementation significantly contributes to
improved learning outcomes among Senior High School students in Effutu
Municipality. The study recommends that the Ghana Education Service should be
encouraged to organize regular workshops, seminars, and training sessions for
mathematics teachers to enhance their TPACK competencies. Also, Mathematics
teachers should be encouraged to proactively seek opportunities for professional
development in TPACK. This can include self-directed learning through online courses,
participation in professional learning communities, and collaboration with colleagues
to share best practices.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba