Abdou L. J. Jammeh
2 Publications in AERD
Author Publications
Export PDFApplication of technological pedagogical content knowledge in smart classrooms: views and its effect on students' performance in chemistry
By Abdou L. J. Jammeh
One of the main purposes of technology integration was for effective teaching and learning. The model of technological pedagogical content knowledge (TPACK) was the suggested framework that could be applied in different facets of the teaching and learning process. Information communication tools (ICT) are the common infrastructures used for this process, and studies of TPACK application were mainly focused on normal desktop computers, and at the university level. However, there were uncommon studies of smart technologies such as SMART Board and SMART Notebook software at the secondary level, concerning TPACK applications. Against this background, the present study evaluated secondary school teachers on the TPACK applications in smart classrooms, as well as its effect on students’ performance in chemistry. Through explanatory sequential mixed method design, results were highlighted and interpreted. These included lesson observation for quantitative data on four categories of knowledge: content knowledge, technological knowledge, technological pedagogical knowledge, and pedagogical content knowledge and students’ performance in chemistry. While qualitative data about views were thematically analysed into strengths and challenges, as well as suggestions regarding TPACK applications and improving teaching and learning. The study involved seven teachers and 142 students, who were selected using a convenient sampling technique. The results revealed that teachers demonstrated the capacity to connect all categories of knowledge, develop, and conduct teaching where technology, pedagogy, and content interact. However, as the observed teachers acknowledged, it is challenging to overcome traditional teaching mrthods. This is due to several external factors, most notably the limited availability of digital equipment, and inadequate technology training, among others, which can improve the TPACK applications and promote students' engagement and learning. Further, the result of the intervention showed that teachers need continuous professional development, as it reflects significantly (p ˂.05) on students’ performance in chemistry. These findings could serve as a foundation for creating policies that prioritise allocating funds to public schools for educational technology tools that will help teachers and students improve the teaching-learning process. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
The interactive classroom: Integration of SMART notebook software in chemistry education
By Abdou L. J. Jammeh
The integration of SMART notebook software was one of the modifications to the teaching and learning environment since the post-coronavirus. Despite the extent of literature about the importance of this software to teaching and learning, there have been conflicting views and an overall lack of intervention in the Gambia regarding its importance in chemistry teaching and learning. Nevertheless, studies conducted about the impact of this software in the Gambia traditionally focused on evaluating regional examination results, where conceptual understanding of qualitative determination and quantitative study of acid-base reactions in the secondary school curriculum are continuous challenging for students. Further, these bodies of evaluation could not present support for the software on chemistry teaching, moreover, on the three domains namely recall, knowledge and application. On this basis, the purpose of the study was to investigate how interactive classrooms could support students’ learning the topics. Through quasi-experimental design and systematic random sampling technique, 314 students were selected and split into two independent groups, the treatment, and the control. The treatment group were taught using interactive learning objects in SMART notebook in conjunction with laboratory experimentation, while the control group mainly conventional teaching methods, including laboratory experimentations. After 24 days of parallel interventions, a non-parametric (Mann-Whitney U test mean rank) statistical test was conducted at a.05 level of significance. The results revealed that students in the treatment group had better knowledge retention and application than their peers in the control group as indicated by a significant difference (p=.001). These results align with the experimental literature and were particularly effective for developing alternate strategies for educating secondary students in chemistry class. © 2023 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
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