Impact of integrating Technological, Pedagogical and Content Knowledge on teaching in Rwanda TVET Sector: A Case of Integrated Polytechnic Regional Colleges.

Mporananayo, Noel (2022) Impact of integrating Technological, Pedagogical and Content Knowledge on teaching in Rwanda TVET Sector: A Case of Integrated Polytechnic Regional Colleges. Doctoral thesis, The Open University of Tanzania.

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Abstract

This study, which was conducted in the Rwanda Polytechnic, had a purpose of assessing the impact of TPACK training on teaching performance of TVET tutors in Rwanda Integrated Polytechnic Regional Colleges (IPRCs). The study used the experimental design to determine whether the acquisition of Technological Pedagogical and Content Knowledge (TPACK) can influence the teaching and assessment in TVET sector, at IPRCs level. The non-probability sampling technique was used. The findings revealed that TVET tutors in Rwanda were equipped with enough Technological Knowledge. This was concluded referring to the results that showed there was no significant difference between pre-test and post-test results for both treatment and control groups. They are also equipped with Content Knowledge. Pre-test and post test findings in Table 4.2 showed that 85.3% and 89.8% of the respondents agreed and strongly agreed with the statements testing their CK level. They also revealed that the trained academic staff (treatment group) improved their Pedagogical Knowledge where this was witnessed by the results showing that only 53% of the respondents were equipped with PK before training. In the end, the figures increased and it was found out that 74.9% of trained respondents were equipped with PK after training. It is recommended that the Government of Rwanda should establish a pre-service institute dedicated to the training of trainers who would teach in Technical and Vocational Education and Training schools at all Rwanda Education Qualification Framework levels. Keywords: TPACK, TVET, IPRCs, Tutor’s performance.

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