Abstract—Like several other countries, Malaysia sees
information and communications technology (ICT) as a
potential tool for improving education quality. However, there
is a shortage research examining the knowledge of Malaysia
secondary school teachers in science ICT integration. Therefore,
this study aims to investigate the secondary science teachers of
Malaysia at exploring their perceptions of ICT integration
regarding Technological Pedagogical Content Knowledge
(TPACK), which focused on quantitative findings supported by
qualitative findings. This sequential explanatory approach aims
to examine the views of science teachers regarding technology
integration with respect to TPACK. The study included 219
survey respondents and 3 interview participants. For the
quantitative data analysis, descriptive statistics and multiple
regression were used, while a thematic method was performed
for the qualitative data analysis. The results indicate that the
understanding of science teachers regarding their
technology-based knowledge is lower than that of
non-technology awareness, both pedagogical and content
awareness. Furthermore, interview results show about the
technology integration related to TPACK, namely, type of ICT
used, pedagogy of teaching, content knowledge and the purpose
of ICT integration. The results address implications for
professional development and programme accreditation for the
secondary school science teachers.
Index Terms—Science teachers, TPACK, Integration of ICT.
The authors are with the Faculty of Psychology and Education, University of Malaysia Sabah, Jalan UMS, 88400, Kota Kinabalu, Sabah, Malaysia (e-mail: email@example.com, e-mail: firstname.lastname@example.org).
Cite: You Eng Chieng and Choon Keong Tan, "A Sequential Explanatory Investigation of TPACK: Malaysian Science Teachers‟ Survey and Perspective," International Journal of Information and Education Technology vol. 11, no. 5, pp. 235-241, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).