Correlation Between Teachers’ Pedagogical Knowledge of Multi-Media and Instructional Technology Teaching: A Case Study of Federal University of Education Zaria, Kaduna State

Abstract

This paper examined Assessment of Teachers’ Knowledge of ICT (Multi-Media Approach) in teaching Instructional Technology in Federal University of Education Zaria, Kaduna State-Nigeria. The study adopted a correlational survey design. The study population comprised forty-three (43) lecturers. Due to the manageable size of the population, all the 43 lecturers were included in the study using a census sampling technique. The instrument for data collection was a structured questionnaire and Observation Checklist/Scale for Effective Teaching of Instructional Technology. Reliability of the instrument was established using Cronbach Alpha, yielding a coefficient of 0.792. Descriptive statistics of mean scores and standard deviation were used to answer research questions while inferential statistics of Spearman Correlation was used to test the study hypotheses at 0.05 level of significance. The findings of this study reveals that there is a significant positive relationship between teachers’ pedagogical knowledge of ICT and effective teaching of instructional technology (r = 0.712, p < 0.05). The findings also reveals that there is a strong significant positive relationship between teachers’ content knowledge and ICT integration and effective teaching of instructional technology (r = 0.763, p < 0.05). Based on the findings, it was recommended among others that: Universities should prioritize continuous professional development that focuses on both pedagogical knowledge of ICT and content-specific integration.