R. R. ROBICHAUX ET AL.
pants’ competencies on evidence-based mathematical peda-
gogical content. Possible scores ranged from 0 to 100 percent
and assessments were recorded at baseline and at post interven-
tion.
Statistical Analyses
Statistical tests for this study included a repeated measures
analysis of variance (RM-ANOVA) and a polynomial re-
gression analysis. All statistical tests were conducted using
IBM SPSS v19 with alpha set at p < 0.05.
Results
The pretest pedagogical competencies scores were M =
69.36% (SD = 11.88) while the post-test scores were M =
88.68% (SD = 7.45) indicating a 27.84% improvement, which
is a statistically significant increase, F (1, 27) = 139.98, p <
0.001, η2 = 0.84, an extremely large effect. A polynomial
regression analysis was conducted to determine the relationship
between pre and post scores. The results indicated that the
quadratic relationship was superior to the linear relationship
with coefficients of determination of 0.57 and 0.42 respectively.
In other words, greater gains appeared to occur with those who
had lower pre scores, while smaller gains were observed for
those with higher pre-scores.
Discussion
Although further research is recommended to validate these
positive results, these preliminary findings provide convincing
evidence of the project’s effectiveness with significant statisti-
cal and practical amelioration in mathematics pedagogical
competencies for secondary teachers. Not only did the results of
the post-test scores indicate overall pedagogical gains by the
participants, but those who scored lower on the pre-test actually
“caught up” with their higher scoring pre-test peers. Thus, at
the completion of the intervention, the majority of the partici-
pants were at equivalent levels of mathematical pedagogical
competencies. Post intervention interviews substantiated the
program’s success. Examples included the secondary teacher
participant who reported, “Professionally I have learned to
reflect on my teaching practices. I now provide more problem
solving experiences and alternative assessments. I have made
professional friendships with other math teachers. Networking
was great!” Another teacher participant noted, “The program
helped me to vary my instructional strategies... and helps to
increase content knowledge and improve instructional practices.
I have learned to adapt activities into more student-centered
activities”. The program illustrated that effective professional
development can directly impact teachers’ instructional prac-
tices regardless of the teacher’s prior experience when profes-
sional development contents are meaningful and relevant to
teachers’ current classroom needs. These preliminary results
strongly suggest the implementation of this project for math
teachers aspiring to develop their pedagogical mathematical
competencies and subsequently advance students’ mathematics
performance.
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