Abstract:
The purpose of this study was to investigate the technological
pedagogical content knowledge of Social Studies teachers in the Senior High
Schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The study
used “Technological Pedagogical Content Knowledge (TPACK)” by Mishra
and Koehler (2006) as the theoretical framework. The study was descriptive in
nature.The population comprised all the 136 Social Studies teachers in the
nineteen public Senior High Schools in the Kumasi Metropolis. Structured
questionnaires with a Crombach alpha co-efficient of 0.90 and an observation
checklist of aCrombach alpha co-efficient of 0.912 were used to collect data.
The statistical methods used in the analysis were descriptive and inferential
statistics.The main findings of the study were drawn from the mean of means
obtained from the various research questions. The mean of means obtained on
the various research questions showed Social Studies teachers possessed
technological knowledge, content knowledge, pedagogical knowledge,
pedagogical content knowledge, technological content knowledge,
technological pedagogical knowledge as well as technological pedagogical
content knowledge. Also, the study revealed that there is no statistical
significant difference between the technological pedagogical content
knowledge (TPACK) of professional and non-professional Social Studies
teachers in the Kumasi Metropolis.It is recommended that the Curriculum
Research and Development Division (CRDD) should review the content of
Social Studies to make it suitable for technological unification. Also,
technological integration course among Social Studies teachers should be
developed and mounted within our teacher training institutions
