AI-TPACK component scores show no significant differences across MTES grades, while self-efficacy and teaching beliefs do differ¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? ANOVA found no significant between-grade differences in AI-TK, AI-TCK, AI-TPK or AI-TPACK, but significant differences in self-efficacy (F=4.68, Sig=0.010) and teaching beliefs (F=7.58, Sig=0.001). → Meijuan Xie 2025
Evidence¶
Meijuan Xie 2025¶
Meijuan Xie, Liling Luo. (2025). The Status Quo and Future of AI-TPACK for Mathematics Teacher Education Students: A Case Study in Chinese Universities. arXiv. https://arxiv.org/abs/2503.13533 doi:10.48550/arxiv.2503.13533
q2 · i? · associational · r?
One-way ANOVA across three grades (senior university, first-year graduate, second-year graduate; N=412) in the post-test survey. No equivalence was tested; only F statistics and significance levels were printed, so no effect sizes are reported for any contrast.
"AI-TK (F =1.83, Sig =0.161), AI-TCK (F =1.90, Sig =0.151), AI-TPK (F=0.37, Sig=0.708) and AI-TPACK (F=0.83, Sig=0.435) have no significant difference between grades. Significance differences existed in Self-efficacy (F=4.68, Sig=0.010) and Teaching Beliefs (F=7.58, Sig=0.001)."
Discussion¶
Related Claims¶
- Perceived learning outcomes differ across grades only in the skill application dimension, with first-year students scoring significantly higher than second-year students — related
- Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage — related
- Teaching beliefs are negatively associated with AI-TCK and AI-TPK and show no significant effect on AI-TK, suggesting excessive teaching beliefs may impede AI-TPACK advancement — related
- Teaching experience does not significantly enhance MTES AI-TPACK proficiency, though experienced MTES scored slightly higher on every variable — related
- Self-perceived TPACK-21 domain scores do not differ significantly by faculty age group or appointment type — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-grade-differences-in-aick |
title |
AI-TPACK component scores show no significant differences across MTES grades, while self-efficacy and teaching beliefs do differ |
description |
AI-TPACK component scores show no significant differences across MTES grades, while self-efficacy and teaching beliefs do differ |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — meijuan-xie-2025 |
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