Claude Karegeya

2 Publications in AERD

Author Publications

Application 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.

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The Smartboard in Chemistry Classrooms: What is Its Effect on Chemistry Teaching and Learning in Selected Topics in Grade 11?

By Abdou L.J.Jammeh

The study aimed to investigate the effect of using the smartboard on teaching and learning acid-base reactions by applying qualitative and quantitative calculations. The effect of the smartboard on knowledge retention of the concept application was examined and compared to traditional teaching methods. A quasi-experimental design with experimental and control groups using the pretest and posttest design was adapted for the study. A convenient sampling technique was used to select 284 Grade 11 students from an urban region of The Gambia. We prepared an achievement test with 15 questions to collect data. While the experimental group studied the topics using the smartboard, the control group studied using traditional teaching methods. The achievement test was prepared to measure the groups' differences in knowledge retention and application. The same test was applied to compare the pretest and posttest to measure group differences. The independent t test results showed a significant difference (p = .000) between the experimental group (M = 34.30, SD = 18.971) and the control group (M = 28.01, SD = 13.853). Furthermore, the results of the knowledge-retention rate were higher among the experimental group participants (M = 29.23, SD = 14.232) than in the control group (M = 26.72, SD = 12.673). This leads to the conclusion that using the smartboard provides an educative contribution to technology integration in the classroom, especially innovation in teaching and learning. © Authors.

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