Experimental and control groups were statistically equivalent in ICT knowledge before the intervention¶

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? Levene's statistic tests showed no significant pre-intervention difference between groups on any of the four ICT knowledge dimensions. → 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

Pretest equivalence check on the 60 matched and randomly assigned teachers: Levene statistics for TK, TPK, TCK and TPACK all yielded p>0.05 (e.g. TK p=0.249), indicating "the groups were equivalent in their ICT knowledge scores".

"An examination of Levene's Statistic results in Table 2 reveals that there is no significant difference between the groups regarding their ICT knowledge scores (p>0.05)."

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
• 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 mathematics self-efficacy perceptions before the intervention — related
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• The three groups were equivalent on EPT pre-test scores before the intervention — related