Correlation Between Teachers’ Pedagogical Knowledge of Multi-Media and Instructional Technology Teaching: A Case Study of Federal University of Education Zaria, Kaduna State
DOI:
https://doi.org/10.64348/zije.2026605Keywords:
Teacher knowledge, ICT, Effective teaching of instructional technology.Abstract
This paper examined Assessment of Teachers’ Knowledge of ICT (Multi-Media Approach) in teaching Instructional Technology in Federal University of Education Zaria, Kaduna State-Nigeria. The study adopted a correlational survey design. The study population comprised forty-three (43) lecturers. Due to the manageable size of the population, all the 43 lecturers were included in the study using a census sampling technique. The instrument for data collection was a structured questionnaire and Observation Checklist/Scale for Effective Teaching of Instructional Technology. Reliability of the instrument was established using Cronbach Alpha, yielding a coefficient of 0.792. Descriptive statistics of mean scores and standard deviation were used to answer research questions while inferential statistics of Spearman Correlation was used to test the study hypotheses at 0.05 level of significance. The findings of this study reveals that there is a significant positive relationship between teachers’ pedagogical knowledge of ICT and effective teaching of instructional technology (r = 0.712, p < 0.05). The findings also reveals that there is a strong significant positive relationship between teachers’ content knowledge and ICT integration and effective teaching of instructional technology (r = 0.763, p < 0.05). Based on the findings, it was recommended among others that: Universities should prioritize continuous professional development that focuses on both pedagogical knowledge of ICT and content-specific integration.
References
Adeyanju, O.J. & Gbenga, O.E. (2022). An Assessment of ICT Education in South Western Nigeria: Trends, Prospects and Challenges Prospects. IJELICT, 1(1), 237-246.
Akturk, A.O. & Ozturk, H.S. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science (IJRES), 5(1), 283-294.
Anna, M.N. & Bilatam, M. (2020). Assessing Chemistry Teachers Knowledge and Skills in Using ICT in Teaching Organic Chemistry at the Senior High School in the Ashanti Region. Journal of Education and Practice, 11(24), 23-30.
Bhattacharjee, B. & Deb, K. (2016). Role of ICT in 21st Century’s Teacher Education. International Journal of Education and Information Studies, 6(1), 1-6.
Dominic-Ugwu, B. & Nonyelum, O.F. (2019). The Assessment of Multimedia Technology in the Teaching of Mathematics in Secondary Schools in Abuja-Nigeria. International Journal of Modern Education and Computer Science(IJMECS), 11(6), 8-18. DOI: https://doi.org/10.5815/ijmecs.2019.06.02
Jiang, L. (2022). Assessing the Ways in Which Multimedia Technology Impacts High School Learning. Advances in Economics, Business and Management Research, 215(1), 1065-1068. DOI: https://doi.org/10.2991/aebmr.k.220405.178
Kumari, P. & Srivastava, A. (2023). Assessment of Under-graduate Teachers’ Knowledge about Different Aspects of Information & Communication Technology Tools & Devices in Patna Town. International Journal of Research in Engineering and Science (IJRES), 11(12), 90-94.
Luhamya, A., Bakkabulindi, F.E.K. & Muyinda, P.B. (2017). Integration of ICT in Teaching and Learning: A Review of Theories. Makerere Journal of Higher Education, 9(1), 21 – 36. DOI: https://doi.org/10.4314/majohe.v9i1.2
Tshewang, S. (2019). The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan. In The Grants Register 2023.
UNESCO (2018). UNESCO ICT Competency Framework for Teachers: Version 3. UNESCO.
