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Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. TPACK assessment is important for teachers to understand their level of knowledge of technology integration in teaching. Since there were not much research on TPACK in Mala...

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Main Author: Bashela Carol, Roger
Format: Thesis
Language:English
Published: Universiti Malaysia Sarawak, (UNIMAS) 2019
Subjects:
H Social Sciences (General)
L Education (General)
Online Access:http://ir.unimas.my/id/eprint/47647/1/Bashela%20Carol%20Anak%20Roger%20FT.pdf
http://ir.unimas.my/id/eprint/47647/
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spelling my.unimas.ir-476472025-02-24T03:44:02Z http://ir.unimas.my/id/eprint/47647/ Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak Bashela Carol, Roger H Social Sciences (General) L Education (General) Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. TPACK assessment is important for teachers to understand their level of knowledge of technology integration in teaching. Since there were not much research on TPACK in Malaysia, the researcher conducted this study that focused on primary school teachers in Sarawak. In this study, Sarawak primary Science teachers’ TPACK was assessed through an online survey. The participants were selected randomly in Kuching and Bau districts in Sarawak. The data and its analysis revealed that the primary Science teachers in general had a positive perception of their understanding of TPACK. It is an indication that primary Science teachers in Sarawak perceived themselves as being able toteach with technology effectively. Geographical factors such as school location and demographic factor such as gender has no significant influence to Sarawak primary school Science teachers’ TPACK. However, there was a significant difference between teaching experience with the teachers’ TPACK. Regression analyses revealed that Technological Pedagogical Knowledge (TPK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPACK) thus it is recommended that educational establishment to organize professional development trainings that focus on the TPK elements of science subject. Universiti Malaysia Sarawak, (UNIMAS) 2019 Thesis NonPeerReviewed text en http://ir.unimas.my/id/eprint/47647/1/Bashela%20Carol%20Anak%20Roger%20FT.pdf Bashela Carol, Roger (2019) Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak. Masters thesis, Universiti Malaysia Sarawak, (UNIMAS).
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic H Social Sciences (General)
L Education (General)
spellingShingle H Social Sciences (General)
L Education (General)
Bashela Carol, Roger
Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak
description Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. TPACK assessment is important for teachers to understand their level of knowledge of technology integration in teaching. Since there were not much research on TPACK in Malaysia, the researcher conducted this study that focused on primary school teachers in Sarawak. In this study, Sarawak primary Science teachers’ TPACK was assessed through an online survey. The participants were selected randomly in Kuching and Bau districts in Sarawak. The data and its analysis revealed that the primary Science teachers in general had a positive perception of their understanding of TPACK. It is an indication that primary Science teachers in Sarawak perceived themselves as being able toteach with technology effectively. Geographical factors such as school location and demographic factor such as gender has no significant influence to Sarawak primary school Science teachers’ TPACK. However, there was a significant difference between teaching experience with the teachers’ TPACK. Regression analyses revealed that Technological Pedagogical Knowledge (TPK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPACK) thus it is recommended that educational establishment to organize professional development trainings that focus on the TPK elements of science subject.
format Thesis
author Bashela Carol, Roger
author_facet Bashela Carol, Roger
author_sort Bashela Carol, Roger
title Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak
title_short Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak
title_full Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak
title_fullStr Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak
title_full_unstemmed Assessment Of Primary School Science Teachers’ Technological Pedagogical Content Knowledge (Tpack) In Sarawak
title_sort assessment of primary school science teachers’ technological pedagogical content knowledge (tpack) in sarawak
publisher Universiti Malaysia Sarawak, (UNIMAS)
publishDate 2019
url http://ir.unimas.my/id/eprint/47647/1/Bashela%20Carol%20Anak%20Roger%20FT.pdf
http://ir.unimas.my/id/eprint/47647/
_version_ 1825166856205369344
score 13.239859

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