Innovative Use of Technology in Teacher Education Pedagogical Practices: The Effects of ICT-BASED Inquiry Approach on Pre-service Teachers’ Achievement in the Inquiry Learning Process


This is an intervention study that examines the effects of ICT-BASED Inquiry pedagogy on pre-service teachers' achievement in technology, pedagogy and content knowledge; ICT literacy and competence: interest towards the use of ICT; and, achievement in inquiry learning process. However, this article only reports the findings of the effects of the intervention on pre-service teachers' achievement in inquiry learning process. The study is a one factor three level quasi-experimental research with three different interventions involving 192 pre-service teachers' (males and females) from four colleges of education. The participants were ramdomly assigned into three equal groups for the intervention. Both quantitative and qualitative data were collected for the study; the quantitative data were collected before and after the intervention. Analysis of covariance (ANCOVA) was used for the analysis; while for the qualitative data content analysis was used. Findings from the study indicated significant difference between the groups [F/I (2,188)=11.960, p=.000, partial eta=.113]; and the marginal means plot shows that, intervention 2 (integrating web-based resources and power point) and 3 (integrating web-based resources and smart board) were more effective than intervention 1 (use of standard technology) with a mean score value of 44.524 and 44.400 (for groups 2 and 3) compared to 42.951 (group 1). Analysis of qualitative data in the study shows that, innovative use of technologyin inquiry-based teaching-learning approach improves pre-service teachers' understanding of inquiry learning and improves their skills of inquiry, critical thinking and problem-solving skills associated with '21st Century Skills'.

Author Information
Sani Alhaji Garba, Universiti Sains Malaysia, Malaysia

Paper Information
Conference: ACTC2013
Stream: Technology in the Classroom

This paper is part of the ACTC2013 Conference Proceedings (View)
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