TPACK Model and Senior Secondary School Students’ Performance in Chemistry in Makurdi Metropolis
DOI:
https://doi.org/10.63561/jmns.v3i1.1157Keywords:
TPACK Model, Academic performance, Chemistry, genderAbstract
Enhancing senior secondary school students’ academic performance in Chemistry through Technological Pedagogical Content Knowledge (TPACK) Model in Makurdi Metropolis was investigated using pre-test, post-test control group quasi-experimental design. Two research questions and two hypotheses guided the study. The population of the study comprised all 954 (687 Males and 267 females) senior secondary two Chemistry students in 16 co-educational public secondary schools. A sample of 112 Chemistry students (56 males and 56 females) SS2 was drawn using multi-stage sampling procedure. Chemistry Performance Test (CPT) was validated by three experts and was used for data collection. CPT was trial tested and scores obtained were analyzed using KR-21 and yielded a reliability co-efficient of 0.95. Data was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 α-level. Findings revealed that there was significant difference in the mean academic performance scores of students taught Chemistry using TPACK Model and those taught using Discussion Teaching Method (DTM), (F (1, 109) =80.883; p =0.001 < 0.05). The study showed that there was no significant difference in the mean academic performance scores of male and female students taught Chemistry using TPACK Model (F (1,54) =3.665; p=0.06 > 0.05). The study recommends among others that Chemistry teachers should use TPACK Model for effective of Chemistry at the senior secondary school level.
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