Volume 14, 2025
Influence of Teachers' Technological Pedagogical Content Knowledge (Tpack) and Articial Intelligence on Pupils' Performance in Computer Studies in Osun State
Taiwo Oladunni, GBENGA-AKANMU Ph.D, Donaldson Obinna, NZEWATA & Tolulope Esther, ADEBUSUYI
Abstract
The study concentrated on the pedagogical, technological, and content knowledge of teachers in utilising AI to
teach computer studies and how it affects students' academic achievement. The research design used in the study
was a descriptive survey. Three hundred primary school students and fteen teachers made up the sample, which
was chosen using a multistage selection process. To gather data, two research tools were employed.
Questionnaire on the Assessment of Pupils' Performance in Computer Studies (QAPPCS) and Questionnaire for
Evaluating Teachers' Pedagogical and Content Knowledge in the Use of AI in Primary Schools
(QA'PCK'CSPS). The ndings indicated a strong correlation between pupils' academic achievement in
computer studies in the study area and teachers' technological knowledge in the eld. p < 0.05, F(1, 298) =
7.596. The result also presented that there was no signicant relationship between teachers' content knowledge
in computer studies and pupils' academic performance in computer studies in the study area F(1, 298) = 0.564, p
> 0.05. The study concluded that there was a signicant relationship between teachers' technological,
pedagogical and content knowledge (TPCK) and the use of AI in computer studies on pupils' academic
performance in computer studies in primary schools in Osun state.
Keywords
Teacher Technological Pedagogical Content Knowledge (Tpck), Artificial Intelligence (Ai), Pupils, Performance, Computer Studies
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