Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within both the experimental and control groups, posttest scores were significantly higher than pretest scores on TK, TPK, TCK, and 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

Paired pre-post t-tests within each group of 30 teachers showed significant improvement on all four ICT knowledge dimensions in both training conditions; for example the experimental TK mean rose from 9.50 to 35.67 (t=35.222, df=29, p=.000).

"Table 3 indicates that there are significant differences between mean scores on pretest and posttest at 0.05 level of confidence on ICT Knowledge (TK, TPK, TCK, and TPACK)."

Discussion¶

Related Claims¶

• Blended learning professional development produces significantly higher gain means in ICT knowledge (TK, TPK, TCK, TPACK) than traditional training for in-service science teachers — 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
• Both groups improved significantly on the achievement test from pre-test to post-test, with the experimental group reaching a much higher post-test mean — related
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — related