The self-efficacy advantage of TPACK-based applications persists three months after the course ends¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At the three-month follow-up, the experimental group's self-efficacy remained significantly higher than the control group's (t(63)=3.784; p<.05). → Onder Sensoy 2018

Evidence¶

Onder Sensoy 2018¶

Onder Sensoy, Halil Ibrahim Yildirim. (2018). Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers' Self-Efficacy Belief Levels Toward Science Education. Journal of Education and Training Studies, 6(10). https://doi.org/10.11114/jets.v6i10.3433

q2 · i? · causal · r2

Independent samples t-test of follow-up scores collected three months after the intervention: experimental mean 119.09 versus control mean 110.45. The article reports "a significant difference ... in favor of the experimental group".

"it is seen that there is a significant difference between the self -efficacy belief levels between the prospective teachers of the control and experimental groups toward the science education, three months after the research was completed and this difference is in favor of the experimental group (t (63) = 3.784; p<.05)"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Before the intervention, the experimental and control groups did not differ significantly in self-efficacy toward science education — related
• TPACK-based education applications raise prospective science teachers' self-efficacy belief levels toward science education more than the current curriculum after a 14-week course — related
• Math self-concept gains from the COMPASS intervention are sustained at three- and six-month follow-ups in Group A, but the three-month gain in waiting-list Group B was not statistically significant — related