Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the Achievement of Pre-service Mathematics Teachers in Mathematics Education


Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the Achievement of Pre-service Mathematics Teachers in Mathematics Education


Philip Ajibola Bankole, Sunwa Adedoyin Raji, Ibraheem Abiola Alabi

Department of Mathematics, Adeniran Ogunsanya College of Education, Oto/Ijanikin, Lagos State, NIGERIA


American journal of educational research and reviews

The role of Mathematics educators in teaching – learning process cannot be exaggerated. This paper presents Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the achievement of pre-service Mathematics teachers in College of Education Mathematics. One hundred and fifty (150) Pre-Service Mathematics teachers in Adeniran Ogunsanya College of Education, Otto – Ijanikin, in Lagos State, Nigeria were chosen for this research. Random Sampling technique was used to select the sample. The sample chosen includes second year male and female pre-service mathematics teachers in the Department of Mathematics. Seventy five (75) of them were placed in an Experimental Group and the other seventy five (75) were placed in Control Group without any bias. The experimental group was exposed to the lectures taught with a well-organized TPSACK framework on some selected Mathematics courses in college mathematics while the Control Group was subjected to the traditional lecture method (constructivist instruction mode) on the same selected Mathematics courses in college mathematics. The duration of the pilot test last for ten (10) weeks. Mathematics Achievement Test (MAT) instrument was used to measure the performance of the students in the two specified groups. 2 tailed t-test statistics was used to analyse the numerical data got from the Mathematics Achievement Test. The result shows that the students in the experimental group taught subject to TPSACK framework outperformed their counterparts in the control group taught with traditional lecture mode. Hence, the adaptation of TPSACK framework in teaching and learning process has significant positive effect on the achievement of Pre-service mathematics teachers in mathematics. It then becomes a key reference for the Mathematics educators to equip themselves with TPSACK framework adaptation to enhance teaching and learning process in Colleges of Education.


Keywords: TPSACK framework, Mathematics Educators, Pre-Service Teachers, College Mathematics, Teaching and Learning, Achievement.


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How to cite this article:
Philip Ajibola Bankole, Sunwa Adedoyin Raji, Ibraheem Abiola Alabi.Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the Achievement of Pre-service Mathematics Teachers in Mathematics Education. American Journal of Educational Research and Reviews, 2019,4:61. DOI: 10.28933/ajerr-2019-06-2506


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