Teachers’ Techno-pedagogical Competence on Students’ Academic Achievement: Perspectives of Senior Secondary Schools

Abstract

The study analyses the levels of postgraduate teachers’ Techno-Pedagogical Competence (TPC) and students’ academic achievement in the Bodoland Territorial Region (BTR) of Assam. The sample of the study consisted of 200 PGT teachers and 400 students’ academic achievements from the 20 senior secondary schools. The Teacher’s Techno-Pedagogical Competency scale (TPCS) was used to collect data; the scale was developed by S. Rajasekhar and K. Sathiyaraj. The statistical techniques, like mean, standard deviation, Z-score, and t-test, are used to analyze data. The results of the study revealed that the majority (39 percent) of teachers’ techno-pedagogical competence levels are average, 19.5 percent are below average, and 3.5 percent are at an extremely low level. While 16 percent are above average, 9.5 percent are high, and 2.5 percent lie in extremely high. The study revealed that the highest portion (51 percent) of students' results lie in grades C1 and C2, remarks (fair and average) percentage ranges (1563-1573). Otherwise, 21.75 percent are in grade B2, remarking (good) percentage ranges (1563-1573), and 8.75 percent are grade B1, the remark (very good) percentage ranges (1563-1573). A little percent (3) lies in the grade A2 and remark excellent percentage ranges (1563-1573). There was a negligible correlation ‘r’ = 0.045, between teachers' techno-pedagogical competence and students’ academic achievement. There was no statistical mean difference between urban and rural postgraduate teachers on techno-pedagogical competence. The above results indicated the average teachers’ techno-pedagogical competence and average academic results in this region need technological improvement and continuous teacher training.