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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

 123456789
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)
Reflection0.500.460.480.280.270.470.59*0.280.48
 (1.95)(1.78)(1.87)(1.08)(1.05)(1.87)(2.28)(1.07)(1.87)
Instructional design0.02−0.45−0.40−0.42− 0.52− 0.47− 0.250.08− 0.33
 (0.08)(−1.61)(−1.43)(− 1.50)(− 1.90)(− 1.77)(− 0.88)(0.27)(− 1.22)
Collaboration0.100.26−0.040.210.230.16−0.020.140.14
 (0.39)(1.02)(−0.14)(0.83)(0.90)(0.64)(−0.07)(0.53)(0.53)
Authentic experience0.260.280.550.460.480.470.350.130.41
 (0.94)(1.01)(1.99)(1.68)(1.77)(1.77)(1.26)(0.45)(1.52)
Feedback−0.150.040.010.120.200.160.010.090.06
 (−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
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