Knowledge gains from the cybersecurity PD differed by technology background: participants without a technology background improved significantly while those with one did not¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants without a technology background increased knowledge significantly (V = 116.00, P = 0.016), whereas participants with a technology background did not (V = 28.50, P = 0.247). → Florence Martin 2025

Evidence¶

Florence Martin 2025¶

Florence Martin, Min Zhuang, Erik Byker, WeiChao Wang, Julie Bacak, Lynn Ahlgrim-Delzell. (2025). Multimedia-based cybersecurity and privacy professional development on educational technology for K-12 personnel. Education Tech Research Dev (2026) 74:849–873. https://doi.org/10.1007/s11423-025-10575-x

q2 · i? · design · r2

Wilcoxon signed-rank subgroup analysis within the same 50-participant pre-post PD evaluation. The article reports the significant gain for participants "without a technology background" and the non-significant result for those with one; no effect sizes are printed.

"participants without a technology background increased their knowledge significantly (V = 116.00, P = 0.016 < 0.05). Conversely, participants with a technology background did not (V = 28.50, P = 0.247 > 0.05)."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• The Edtech Cybersecurity and Privacy AAA PD significantly increased K-12 school personnel knowledge from pre-test to post-test — a broader claim this one bears on
• PD knowledge gains varied by district type but not school level: suburban participants improved significantly while urban and rural participants and all three school levels did not — related
• Knowledge gains were concentrated in module 2 and the awareness dimension: ask and action knowledge remained unchanged after the PD — related