Examining the use of tpack and its effectiveness in teaching shs mathematics after the covid-19 pandemic in Effutu Munipality.

Abstract

The study sought to examine the use of TPACK and its effectiveness in teaching Senior High School mathematics after the COVID 19 pandemic in the Effutu municipality of Ghana. Through convergent mixed-methods design, a sample of 64 respondents (consisting 54 teachers and 10 students) were purposively selected for the study. The study used the Technological Pedagogical Content Knowledge (TPACK) framework and the Constructivist Learning Theory as lenses to underpin the study. The researcher used questionnaire and interview guide as instruments for data collection. The data from the study was analysed using descriptive statistics and thematic analysis. The findings revealed that TPACK has been used to enhanced students’ understanding and made learning more fun and engaging. The study found that TPACK promoted better participation, increased teachers’ productivity and changed the way learners learn, positively influencing teacher’s effectiveness in teaching mathematics in Senior High Schools in Effutu municipality. The study found that TPACK summative assessments in Senior High School mathematics in Effutu municipality was effective because TPACK enhanced classroom interaction and engagement, it also modernized assessment methods, encouraged the use of various assessment methods and fostered quick feedback to students. The study concludes that TPACK serves as a catalyst for pedagogical innovation, ultimately enhancing the quality of mathematics instruction. The study also concludes that TPACK implementation significantly contributes to improved learning outcomes among Senior High School students in Effutu Municipality. The study recommends that the Ghana Education Service should be encouraged to organize regular workshops, seminars, and training sessions for mathematics teachers to enhance their TPACK competencies. Also, Mathematics teachers should be encouraged to proactively seek opportunities for professional development in TPACK. This can include self-directed learning through online courses, participation in professional learning communities, and collaboration with colleagues to share best practices.