Exploring biology teachers' technological pedagogical content knowledge in Senior High Schools in selected Municipalities within the greater Accra Region

Abstract

This study explored the Technological Pedagogical Content Knowledge (TPACK) of senior high school biology teachers in selected municipalities in the Greater Accra Region of Ghana. Using an explanatory sequential mixed methods approach, quantitative data were collected from 73 biology teachers across 31 schools, followed by qualitative observations and interviews with a subset of teachers. A convenience sampling technique was used to select 73 biology teachers for the study. The study examined teachers' biology content knowledge, pedagogical knowledge, technological knowledge, access to ICT tools, and how professional status impacts TPACK. Key findings indicate that while most teachers had strong biology content knowledge, they lacked adequate knowledge of modern digital technology for teaching biology. Most schools did not have modern ICT tools available for biology instruction. Most teachers relied on self-training for ICT skills rather than formal training. Overall, biology teachers demonstrated low levels of TPACK, with no significant difference found between qualified and unqualified teachers. The results suggest that despite strong subject matter expertise, many biology teachers struggle to integrate technology into their pedagogy effectively. Recommendations include providing more ICT training opportunities for teachers, encouraging the use of available digital devices, and considering students' prior knowledge when integrating technology. This study highlights the need to enhance biology teachers' technological pedagogical skills to meet 21st-century classroom demands.