Assessment Of History Instructors’ Technological Pedagogical Content Knowledge In The Senior High Schools Of Montserrado County Educational District 1b, Liberia

Abstract

This research was designed to assess the Technological Pedagogical Content Knowledge of secondary school History instructors in Montserrado County Educational District 1B, Liberia. A descriptive cross-sectional survey design of the quantitative research approach was employed in conducting this study. This research encompassed all 85 History instructors currently teaching in Montserrado County Educational District 1B senior high schools. A census survey approach was employed to involve all the participants. The primary tool utilized for soliciting responses from the respondents was a questionnaire. Descriptive statistics was used to analyse the gathered data, such as means, percentage, standard deviation, and inferential statistics, including One-way Factorial ANOVA and Independent Sample t-tests. Results from the study indicate that History instructors have moderate level of technological knowledge, technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Additionally, the findings show no statistical differences in History instructors‘ Technological Pedagogical, and Content Knowledge levels based on gender and qualification. The findings also revealed statistical differences in History instructors‘ Technological Pedagogical, and Content Knowledge levels based on age and teaching experience. It is recommended that History instructor education institutions endeavour to include the Technological Pedagogical Content Knowledge (TPACK) curriculum in their training programm documents.