Blended learning professional development produces significantly higher gain means in ICT knowledge (TK, TPK, TCK, TPACK) than traditional training for in-service science teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental (blended learning) group showed significantly higher gain means than the control (traditional) group on all four ICT knowledge dimensions (TK, TPK, TCK, TPACK). → Qasem & Viswanathappa 2016

Evidence¶

Qasem & Viswanathappa 2016¶

Qasem, A. A. A., & Viswanathappa, G. (2016). Blended Learning Approach to Develop the Teachers' TPACK. Contemporary Educational Technology, 7(3), 264-276. https://doi.org/10.30935/cedtech/6176

q2 · i? · causal · r2

Quasi-experimental pretest-posttest non-equivalent groups study of 60 in-service science teachers (30 per group) in Ibb, Yemen. T-test on gain means found the blended group's TK gain (M=26.167) significantly exceeded the control group's (M=22.1), with "significant difference (t=3.068, p< 0.05)"; the same held for TPK (M=29.00 vs 22.70, t=5.404), TCK (M=23.93 vs 20.57, t=3.141) and TPACK (M=15.77 vs 12.83, t=3.030), each p < 0.05. No effect size is printed.

"Table 4 reveals a significant difference (t=3.068, p< 0.05) on gain mean of TK, and the gain mean score in TK is higher in the experimental group (M=26.167) when compared to the control group (M=22.1)."

Discussion¶

Related Claims¶

• Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
• Experimental and control groups were statistically equivalent in ICT knowledge before the intervention — related
• Teachers' ICT knowledge was above the general average in both groups after the intervention — related