Exploring the Impact of the Integrated Think-Pair Share and Active Learning Management on Non-Credentialed Teacher Learning Assessment Competency
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| Title: | Exploring the Impact of the Integrated Think-Pair Share and Active Learning Management on Non-Credentialed Teacher Learning Assessment Competency |
|---|---|
| Language: | English |
| Authors: | Nattapon Yotha, Wasinee Rungruang, Wuthikrai Pommarang |
| Source: | Higher Education Studies. 2024 14(2):100-108. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Knowledge Level, Assessment Literacy, Knowledge Base for Teaching, Active Learning, Cooperative Learning, Learning Management Systems, Graduate Study, Reliability, Competency Based Teacher Education |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers' assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29 participants were selected through cluster sampling. Instruments included an integrated think-pair-share and active learning management system, along with assessments evaluating participants' assessment knowledge, skills, and attributes. Data analysis involved mean scores, standard deviation, effectiveness index (E[subscript 1]/E[subscript 2]), One - way repeated measure ANOVA, and pairwise comparisons. Results indicate that the integrated learning management plan effectively facilitated teaching assessment competency to non-credentialed teachers at the graduate level, leading to the attainment of expected learning levels within the class. Additionally, it significantly enhanced participants' competency compared to their baseline levels, with sustained effectiveness demonstrated over time. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1427437 |
| Database: | ERIC |
| Abstract: | This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers' assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29 participants were selected through cluster sampling. Instruments included an integrated think-pair-share and active learning management system, along with assessments evaluating participants' assessment knowledge, skills, and attributes. Data analysis involved mean scores, standard deviation, effectiveness index (E[subscript 1]/E[subscript 2]), One - way repeated measure ANOVA, and pairwise comparisons. Results indicate that the integrated learning management plan effectively facilitated teaching assessment competency to non-credentialed teachers at the graduate level, leading to the attainment of expected learning levels within the class. Additionally, it significantly enhanced participants' competency compared to their baseline levels, with sustained effectiveness demonstrated over time. |
|---|---|
| ISSN: | 1925-4741 1925-475X |
