Assessment of the perception of TVET Tutors in Rwanda on their level of Technological, Pedagogical and Content Knowledge (TPACK): a Case of Integrated Polytechnic Regional Colleges (IPRCs).

Mporananayo, Noel and Ng’umbi, Michael (2019) Assessment of the perception of TVET Tutors in Rwanda on their level of Technological, Pedagogical and Content Knowledge (TPACK): a Case of Integrated Polytechnic Regional Colleges (IPRCs). IOSR Journal Of Humanities And Social Science, VOL.24 (6). pp. 29-38. ISSN e-ISSN: 2279-0837, p-ISSN: 2279-0845.

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Abstract

This study entitled “Assessment of the perception of TVET Tutors in Rwanda on their level of Technological, Pedagogical and Content Knowledge (TPACK): a Case of Integrated Polytechnic Regional Colleges (IPRCs)”, was conducted to assess the perception of TVET Tutors in Rwanda on their level of Technological, Pedagogical and Content Knowledge. The output of this study will be helpful in contributing towards Rwanda current educational goals assessment and implementation review for their achievements since it demonstrates the level of TVET tutors in relation to Technological Pedagogical and Content Knowledge. It also suggests possible solutions that among them TPACK training will facilitate to achieve its goals. The methodology that was used in data collection is descriptive survey. Purposive and stratified random were used as sampling techniques. Questionnaires were used as data collection instruments. The sample size was determined by Slovin’s Formula as the population size is definite. 218 teaching staff were selected to answer to research questions. 192of them responded and returned questionnaires. The data collected was analyzed using SPSS software, to determine the tutors’ perception on their level of TPACK. The study came up with the following findings: The results from the respondent showed that , the mean number of those who strongly agreed with the statements assessing their level of TPACK is 39.4 (20.6%), those who agreed are 33.8 (17.7%), neutral are 12.4 (6.5%), those who disagreed are 34.4 (18.2%) while 70.6 (36.8%) strongly disagreed. The rate is very high and varied from Neutral to strongly disagreeing respondents (between 6.5 and 36.8%). The negative attitude scale is high on a rate counting between 16.1 and 41.7% of all respondents. The mean range is between 6.5.0 and 36.8%. The above findings confirm that most of TVET tutors in Rwanda have a low level of Technological, Pedagogical and Content Knowledge (TPACK). It has been recommended that the government of Rwanda should establish a pre-service institute dedicated to training trainers who would teach in technical and vocational schools at all Rwanda Qualification Framework. Those in-service teaching staff should be offered Technological and Pedagogical Training to enhance their teaching activities preparation and implementation. This would stop hiring employees who would not provide ineffective and inefficient output in the institutions’ graduates’ production. Private sector in Rwanda should invest in establishing training and consultancy companies that would upgrade the tutors’ level of TPACK.

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