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Table 7 Preservice technology teachers’ performance: explaining system concepts (individual)

From: Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking

Team

PD

IFG

IG

M

FA

E

C

DM

R

RD

Pretest

EG (N = 15)

1 (7%)

0 (0%)

1 (7%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

CG (N = 13)

2 (15%)

3 (23%)

2 (15%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

6 (46%)

0 (0%)

χ2

0.38

3.39

0.38

N/A

N/A

N/A

N/A

N/A

1.04

N/A

p

0.54

0.07

0.54

N/A

N/A

N/A

N/A

N/A

0.31

N/A

Posttest

EG (N = 15)

6 (40%)

2 (13%)

10 (67%)

4 (27%)

2 (13%)

1 (7%)

1 (7%)

1 (7%)

1 (7%)

2 (13%)

CG (N = 13)

3 (23%)

2 (15%)

3 (23%)

1 (8%)

0 (0%)

1 (8%)

1 (8%)

0 (0%)

2 (15%)

1 (8%)

χ2

0.91

0.02

5.32*

1.71

1.87

0.01

0.01

0.90

0.55

0.23

p

0.34

0.88

0.02

0.19

0.17

0.92

0.92

0.34

0.46

0.63

  1. EG experimental group, CG control group, N/A indicates that a chi-square test could not be performed, PD problem definition, IFG information gathering, IG idea generation, M modeling, FA feasibility analysis, E evaluation, C communication, DM decision-making, R realization, RD design revision
  2. *p < 0.05