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Table 5 Effect Sizes of SQD-training Strategies on TPACK-practical

From: Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies

 

1

2

3

4

5

6

7

8

9

Role modeling

− 0.40

−0.27

− 0.29

− 0.36

− 0.36

−0.47*

− 0.39

−0.40

− 0.40

 

(− 1.85)

(− 1.24)

(− 1.34)

(− 1.63)

(− 1.64)

(−2.23)

(−1.78)

(− 1.80)

(− 1.87)

Reflection

0.50

0.46

0.48

0.28

0.27

0.47

0.59*

0.28

0.48

 

(1.95)

(1.78)

(1.87)

(1.08)

(1.05)

(1.87)

(2.28)

(1.07)

(1.87)

Instructional design

0.02

−0.45

−0.40

−0.42

− 0.52

− 0.47

− 0.25

0.08

− 0.33

 

(0.08)

(−1.61)

(−1.43)

(− 1.50)

(− 1.90)

(− 1.77)

(− 0.88)

(0.27)

(− 1.22)

Collaboration

0.10

0.26

−0.04

0.21

0.23

0.16

−0.02

0.14

0.14

 

(0.39)

(1.02)

(−0.14)

(0.83)

(0.90)

(0.64)

(−0.07)

(0.53)

(0.53)

Authentic experience

0.26

0.28

0.55

0.46

0.48

0.47

0.35

0.13

0.41

 

(0.94)

(1.01)

(1.99)

(1.68)

(1.77)

(1.77)

(1.26)

(0.45)

(1.52)

Feedback

−0.15

0.04

0.01

0.12

0.20

0.16

0.01

0.09

0.06

 

(−0.71)

(0.18)

(0.05)

(0.58)

(0.94)

(0.79)

(0.05)

(0.41)

(0.27)

Constant

−1.31*

−1.36

−1.26

−1.35

−1.02

−1.17

−1.38

−1.48

−1.30

 

(−2.01)

(−1.78)

(−1.62)

(− 1.45)

(− 1.21)

(−1.49)

(− 1.63)

(− 1.68)

(−1.83)

  1. Note: t statistics in parentheses; * p < .05; coefficients were standardized
  2. 1: Using ICT to understand students; 2: Using ICT to understand subject content; 3: Planning ICT-infused curricula; 4: Using ICT representations to present materials; 5: Using ICT-integrated teaching strategies; 6: Applying ICT to instructional management; 7: Infusing ICT into teaching contexts; 8: Using ICT to assess students; 9: TPACK-practical