TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-EFFICACY OF TRAINEE SCIENCE TEACHERS IN COLLEGES OF EDUCATION IN ILORIN, NIGERIA

<doi>10.24250/jpe/2/2024/IB/DAG/HIA/</doi>

Abstract

One of the key elements influencing the adoption of
technology in science teaching and learning is the
efficacy of teachers in using technological pedagogical
content expertise. This study examines trainee science
teachers enrolled in three Ilorin colleges of education
and their efficacy in using technological pedagogical
content expertise. The study specifically focused on
colleges of education that were owned by the federal,
state, and private sectors. This study took into account
variables including gender, year of study, specialization,
and type of school. The study used descriptive survey
research method. A multistage sampling approach was
employed to choose 221 science pre-service teachers
from selected schools. The research instrument used to
elicit responses in this study was an adapted TPACK selfefficacy
questionnaire. The questionnaire was validated,
and an internal consistency reliability test was carried
out to determine its reliability. Cronbach’s alpha
statistics was used to determine the reliability coefficient,
and a value of 0.94 was obtained. Hence, the instrument
was considered reliable. The data gathered was
subjected to analysis using Welche's t-test and Kruskal
Wallis test. The results indicated that trainee teachers sampled in this study had a moderate level of TPACK
self-efficacy when it came to teaching, and that there was
a significant difference in pre-service teachers' selfefficacy
depending on their gender, year of study, area of
specialization, and type of school attended.