A quasi-experimental study of two technology-supported constructivist models training programmes and pre-service teachers’ teaching quality and students’ learning outcomes in chemistry

Victor Oluwatosin Ajayi (), Rachael Folake Ameh () and Simon Adekali Negedu ()

American Journal of Creative Education, 2025, vol. 8, issue 2, 1-14

Abstract: The study investigated the effect of two technology-supported constructivist learning models training programmes (Technology-Supported Predict-Explain-Observe-Explain (TS-PEOE) training programme and Technology-Supported Vee Heuristic (TS-VH) training programme) on pre-service teachers’ teaching quality and students’ learning outcomes in Chemistry. Quasi-experimental research design was adopted in this study. The instruments used for data collection were Pre-Service Teachers’ Teaching Quality Inventory (PTTQI) and Chemistry Learning Outcomes Test (CLOT). Using multi-stage sampling technique, a sample of 9 pre-service teachers and 127 students drawn from 3 schools in Anyigba Local Government Area of Kogi State, Nigeria was selected for the main study. Descriptive statistics of mean and standard deviation scores were used to answer the research questions while the null hypotheses were tested using the inferential statistics of analysis of covariance. The study revealed that, the difference among the mean teaching quality scores of pre-service chemistry teachers as rated by students taught chemistry using TS-PEOE training programme, TS-VH training programme and those taught without training programme was statistically significant {F1, 125 =14.801, P<0.05}. Thus, chemistry teachers should adopt the use of the two technology-supported constructivist learning models training programmes so as to improve their teaching quality, ultimately leading to higher students learning outcomes in Chemistry.

Keywords: TS-PEOE training programme; TS-VH training programme; Teaching quality; Learning outcomes and Chemistry. (search for similar items in EconPapers)
Date: 2025
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