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.
