@Article{crph459,
AUTHOR = {Bordoh, Anthony and Eshun, Isaac and Ibrahim, Alhaji Waziri and Bassaw, Theophilus Kweku and Baah, Akosua and Yeboah, Joseph},
TITLE = {Technological Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative Assessment Practices in Social Studies Lessons},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {4},
PAGES = {201-209},
URL = {https://www.scipublications.com/journal/index.php/UJSSH/article/view/459},
ISSN = {2831-5162},
DOI = {10.31586/ujssh.2022.459},
ABSTRACT = {The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.},
}

%0 Journal Article
%A Bordoh, Anthony
%A Eshun, Isaac
%A Ibrahim, Alhaji Waziri
%A Bassaw, Theophilus Kweku
%A Baah, Akosua
%A Yeboah, Joseph
%D 2022
%J Current Research in Public Health

%@ 2831-5162
%V 2
%N 4
%P 201-209

%T Technological Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative Assessment Practices in Social Studies Lessons
%M doi:10.31586/ujssh.2022.459
%U https://www.scipublications.com/journal/index.php/UJSSH/article/view/459

TY  - JOUR
AU  - Bordoh, Anthony
AU  - Eshun, Isaac
AU  - Ibrahim, Alhaji Waziri
AU  - Bassaw, Theophilus Kweku
AU  - Baah, Akosua
AU  - Yeboah, Joseph
TI  - Technological Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative Assessment Practices in Social Studies Lessons
T2  - Current Research in Public Health
PY  - 2022
VL  - 2
IS  - 4
SN  - 2831-5162
SP  - 201
EP  - 209
UR  - https://www.scipublications.com/journal/index.php/UJSSH/article/view/459
AB  - The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.
DO  - Technological Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative Assessment Practices in Social Studies Lessons
TI  - 10.31586/ujssh.2022.459
ER  -