A scenario-based blended learning environment combined with teaching practice is associated with a statistically significant increase in preservice teachers' attitudes toward the teaching profession¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Attitude scores of 37 preservice teachers rose significantly from a pretest mean of 80.54 to a posttest mean of 88.27 after the 10-week scenario-based blended Teaching Practices course [t36=-2.55, p<.05]. → Samsa 2010

Evidence¶

Samsa 2010¶

Samsa, S., Akyüz, H.İ., Keser, H. and Numanoğlu, G. (2010). The effects of scenario based blended learning environment on attitudes of preservice technologies teachers toward teaching profession. Turkish Online Journal of Distance Education-TOJDE, 11(2), Article 8. https://dergipark.org.tr/en/pub/tojde

q2 · i? · causal · r1

Single-group pretest-posttest quasi-experiment with 37 CEIT preservice teachers using the 34-item Üstüner (2006) attitude scale. Means rose from 80.54 to 88.27; the t-test showed the difference was "significantly different [t36=-2.55, p<.05]". No effect size is printed.

"From the t-test, having been performed in order to glance upon the significance of the difference (7.72) between the average scores prior to, and after the practice, the averages prior to, and after the practice have been found significantly different [t36=-2.55, p<.05]."

Discussion¶

Related Claims¶

• The share of preservice teachers resolved to perform the teaching profession rose from 81.1% before practice to 86.5% after it — related
• Over the course, students proposed more comprehensive and practical solutions to increasingly complex scenarios, as rated by four examiners — related
• Students' self-assessment scores rose significantly from before to after studying through blended e-learning, with medium-to-large gains on all three aspects — related