Title: A study of teachers' digital pedagogical knowledge in curriculum implementation and pupils' academic performance in Basic Technology in Osun State
Authors: Olusegun Ojo Bakare, Omotoso Amonbi Fapohunda
Volume: 10
Issue: 2
Pages: 14-20
Publication Date: 2026/02/28
Abstract:
This paper investigates the relationship between teachers' knowledge of digital technologies and pupils' academic performance in Basic technology in Osun state primary schools. It also examines the influence of teachers' pedagogical knowledge of digital technologies in Basic Technology curriculum implementation on pupils' academic performance in the study area. It adopted a correlation research design guided by TPACK. All Basic Technology teachers and primary school pupils in Osun state constitute this study. Multistage sampling technique was used to draw 160 teachers and 270 pupils from the population to form sample size. The instrument employed to elicit data from the respondents were validated and obtained Cronbach alpha coefficient of 0.8. The collected data were regressed and found teacher's knowledge of digital technologies significantly influencing the pupils' academic performance in the Basic Technology curriculum implementation in the study area. It also shows there is no statistically significant relationship between teachers' pedagogical knowledge of digital technologies and pupils' academic performance in Basic Technology. It therefore concluded that teachers' digital pedagogical knowledge in curriculum implementation do not influence Osun state pupils' academic performance in Basic Technology. The implications were captured in the paper.