A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? After the TPACK-based course, the experimental class scored significantly higher on the IDC scale than the control class (post-test means 4.2950 vs 3.9350, p = 0.018). → Ren 2025 q3 i? Within the experimental class, IDC improved significantly from pre-test to post-test (paired t = -5.180, p < 0.01). → Ren 2025 (2)

Evidence¶

Ren 2025¶

Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers' Instructional Design Competence. Higher Education Studies, 15(2). https://doi.org/10.5539/hes.v15n2p37

q3 · i? · causal · r1

Experimental-control comparison of 41 pre-service preschool teachers from the 2022 cohort at Putian University, China, recruited by cluster sampling; the article says the experimental (n=21) and control (n=20) groups were "selected through random sampling" but does not describe the assignment procedure, and calls the design experimental; groups were homogeneous at pre-test (3.7950 vs 3.8090, non-significant). Post-test means were "4. 2950 and 3. 9350" with p = 0.018. No effect size is printed.

"the post-test of both classes were 4. 2950 and 3. 9350 separately, and a P value of 0. 018 of the independent T-test."

Ren 2025 (2)¶

Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers' Instructional Design Competence. Higher Education Studies, 15(2). https://doi.org/10.5539/hes.v15n2p37

q3 · i? · causal · r1

Paired-sample test of the experimental class (n=21) comparing pre-test (3.795) and post-test (4.2950) IDC scale scores; the article reports the paired t as -5.180 with significance "0.000, which was extremely significant". No effect size is printed.

"The paired-sample test significance for the experimental group was 0.000, which was extremely significant."

Studies bearing on this claim¶

Does a TPACK-based course or programme build teachers' capacity to design technology-integrated instruction, and does the gain last? This table gathers the studies behind this claim and the 7 narrower claims that bear on it: 3 distinct studies (1 causal, 1 qualitative, 1 design), q2–q3, 1 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Early-stage IDC growth shows simplification, linearity, and dogmatism, with focal points shifting from format to content to technology across rounds — related
• Lesson-plan quality grows steadily across three iterative design rounds, but no product reaches the excellent grade — related
• The three-dimension instructional design competence model fits the empirical data acceptably in CFA — related
• Instructional design competence of pre-service teachers comprises knowledge, ability, and personal attributes dimensions — related
• Ability in instructional design carries the highest second-order factor loading, followed by knowledge and personal attributes — related
• In-service mathematics teachers in the online TPACK program shifted from teacher-centered to valuing student-centered instructional strategies for teaching with technologies — related
• Course-based emphasis on reframing and stakeholder inquiry shifts pre-service teachers toward informed-designer stances — related