INVESTIGATING CHEMISTRY TEACHERS' PEDAGOGICAL KNOWLEDGE ON ICT, AMONG GUSAU AND TALATA MAFARA EDUCATIONAL ZONES OF ZAMFARA STATE, NIGERIA

Abstract This study investigated chemistry teachers’ pedagogical knowledge on ICT among Gusau and Talata Mafara Educational zones of Zamfara State. The research outlined three objectives, answered three research questions and tested two null hypotheses. A descriptive survey research design was used. The instrument used was test of chemistry teachers’ pedagogical knowledge on ICT. The instrument was validated by experts in science education, computer science and measurement and evaluation, yielding a reliability index of 0.79 on the cronbach alpha analysis. Statistical analyses including Mean, Standard deviation, one-way analysis of variance and independent T-test were conducted using SPSS version 20. The results indicated a low level of pedagogical knowledge on ICT among chemistry teachers in Gusau and Talata Mafara Educational Zones. Additionally, the study revealed that teachers’ gender and qualifications do not significantly impact their pedagogical knowledge on ICT. In the end, the study Recommended among other things, the organization of training, seminars, conferences, and workshops by the government and educational stakeholders to enhance teachers’ pedagogical knowledge on ICT. Furthermore, advocating for the provision of ICT facilities in schools for instructional purposes and ensuring secondary school teachers are equipped with laptops and other ICT materials are suggested measures to enhance the quality of education in Gusau and Talata Mafara Educational zones of Zamfara State. Keywords: Pedagogical Knowledge (PK), Information and Communication Technology (ICT), Teaching of Chemistry