ENGLISH LANGUAGE TEACHERS’ TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) LEVEL IN SECONDARY SCHOOLS IN BENIN METROPOLIS.

ABSTRACT

The study investigated English language teachers’ technology pedagogical content knowledge (TPACK) level in secondary schools in Benin metropolis. The research design adopted for this study is the descriptive survey method. Four (4) research questions were raised for the study.

The population of this study consisted of all the English Language teachers in Egor Local Government Area of Edo State. A total of thirty-five (35) students were randomly selected as the sample size from the thirteen (13) public secondary schools in Egor LGA of Edo State. A structured questionnaire was used to collect data from respondents. The research instrument used was validated by experts in the Department of Educational Foundations. Data collected from the survey were statistically analyzed. After analysis, results were displayed on tables showing frequencies, percentages, mean and standard deviations of responses, including the decision made.

Based on the findings, it was discovered that public secondary school English Language teachers in Egor LGA are aware of TPACK and their levels in it are high. It was also discovered that there is difference in the TPACK level of English Language teachers in Egor LGA based on gender and years of experience. It was recommended that government provide technological facilities which are needed for the efficient and effective teaching of English Language and workshops should be organized for the less experienced language teachers on how to maximize the use of TPACK in their teaching for better improvement, etc.