Pedagogical ICT Integration in Chemistry Teacher Education: University-School Bridge Study

A 2026 study by Aigerim Bekbenova evaluates the impact of ICT integration on pre-service chemistry teachers. The research involved 34 pre-service teachers and 224 secondary school pupils, using a quasi-experimental longitudinal design with pre-, mid-, and post-tests. It measured changes in chemistry knowledge, digital literacy, and pedagogical competencies, finding significant improvements with large effect sizes.

Use Cases

• Analyze the effectiveness of digital tools like Moodle and Quizlet on pedagogical competency development.
• Model the relationship between classroom-based mentoring and levels of reflective practice in pre-service teachers.
• Evaluate the University-School Bridge framework's impact on aligning theoretical preparation with school-based practice.
• Study longitudinal changes in digital literacy and subject knowledge using pre-, mid-, and post-test data.

Strengths

• Dataset is associated with a quantitative study design using ANOVA for statistical analysis.
• Results show large effect sizes for overall performance (η² = 0.65) and pedagogical methods (η² = 0.41).
• Study involved a defined participant pool of 34 pre-service teachers and 224 secondary school pupils.

Limitations

• Row count and column-level documentation are absent; field semantics must be inferred after download.
• Dataset is small in scale (658.2 KB), indicating limited scope.
• Geographic and institutional context for the data is not specified in the provided metadata.

Provenance

Source

Aigerim Bekbenova via figshare

Collection Method

Quantitative quasi-experimental longitudinal design with pre-, mid-, and post-tests.

Freshness

Last updated 2026-03-18 07:45:52