QUANTITATIVE CRITIQUE 1
Research Critique: Quantitative
This is a critique of "Personalized professional learning and teacher self-efficacy for
integrating technology in K–12 classrooms," a quantitative research study by Hall and
Trespalacios (2019). This critique will showcase a summary and critical analysis of the research
study. Additionally, it will present a discussion of the research study based on the insight it
provides and its relation to my professional experiences as an educator.
Summary
This summary will showcase the research study's purpose and participants/samples.
Additionally, it would explore the research design incorporated in the study, along with the
methods of data collection and analysis. Lastly, this summary section will explain the study's
results and findings.
Purpose
The purpose of the study conducted by Hall and Trespalacios (2019) was to explore the
effects of personalized learning on educators' comfort levels and their confidence in self-efficacy
regarding information and communications technology (ICT). Based on the purpose of the study,
the authors focused on professional development, particularly for technology, with the argument
that this factor significantly influences the implementation of ICT in the classroom. Therefore,
this study was piloted by two key research questions; "Did the PPL program significantly
improve teachers’ perceptions of their ICT skills?" and "Did the PPL program significantly
improve teachers’ self-efficacy toward the integration of ICT?" (Hall & Trespalacios, 2019).
Participants/Sample
The participants of the study included 19 schools, where 418 teachers participated in the
program of study. Among these teachers, 247 (59%) completed the pre- and post-program
surveys. Additionally, Among the 247 teachers, 50.4% and 49.6% were enrolled in the
Integrating Technology into Instruction (ITI) program and Personalizing Learning through
Technology (PLT) program, respectively.
Research Design
The study used a longitudinal research design. The authors incorporated a survey, which
focuses on tracking teachers' perceptions of their self-efficacy and technology skills in relation to
using technology after and before the program. Therefore, the authors sought to find the
correlation between teachers' professional learning experiences and their self-efficacy or
confidence toward technology.
Method of Data Collection
The data collected in this research study consisted of surveys, particularly a "voluntary
Likert scale self-assessment survey of self-efficacy questions" (Hall & Trespalacios, 2019, p.
226). Therefore, educators who participated in the programs were requested to voluntarily
participate in pre-and post-surveys. These surveys primarily focused on the teachers' technology
skills and their self-efficacy while using technology for learning. The authors distributed the
surveys using a Google Form in the Canvas learning management systems, given that it was a
component in the ITI and PLT programs.
Method of Analysis
Concerning the methods of analysis, the researchers utilized two forms of analysis. They
ran paired-samples t-tests and descriptive statistics. These methods of analysis were used to
measure the differentiation, whether existing, in ICT skills and self-efficacy towards the
integration of ICT at the beginning and end of the program.
Research Critique: Quantitative
This is a critique of "Personalized professional learning and teacher self-efficacy for
integrating technology in K–12 classrooms," a quantitative research study by Hall and
Trespalacios (2019). This critique will showcase a summary and critical analysis of the research
study. Additionally, it will present a discussion of the research study based on the insight it
provides and its relation to my professional experiences as an educator.
Summary
This summary will showcase the research study's purpose and participants/samples.
Additionally, it would explore the research design incorporated in the study, along with the
methods of data collection and analysis. Lastly, this summary section will explain the study's
results and findings.
Purpose
The purpose of the study conducted by Hall and Trespalacios (2019) was to explore the
effects of personalized learning on educators' comfort levels and their confidence in self-efficacy
regarding information and communications technology (ICT). Based on the purpose of the study,
the authors focused on professional development, particularly for technology, with the argument
that this factor significantly influences the implementation of ICT in the classroom. Therefore,
this study was piloted by two key research questions; "Did the PPL program significantly
improve teachers’ perceptions of their ICT skills?" and "Did the PPL program significantly
improve teachers’ self-efficacy toward the integration of ICT?" (Hall & Trespalacios, 2019).
Participants/Sample
The participants of the study included 19 schools, where 418 teachers participated in the
program of study. Among these teachers, 247 (59%) completed the pre- and post-program
surveys. Additionally, Among the 247 teachers, 50.4% and 49.6% were enrolled in the
Integrating Technology into Instruction (ITI) program and Personalizing Learning through
Technology (PLT) program, respectively.
Research Design
The study used a longitudinal research design. The authors incorporated a survey, which
focuses on tracking teachers' perceptions of their self-efficacy and technology skills in relation to
using technology after and before the program. Therefore, the authors sought to find the
correlation between teachers' professional learning experiences and their self-efficacy or
confidence toward technology.
Method of Data Collection
The data collected in this research study consisted of surveys, particularly a "voluntary
Likert scale self-assessment survey of self-efficacy questions" (Hall & Trespalacios, 2019, p.
226). Therefore, educators who participated in the programs were requested to voluntarily
participate in pre-and post-surveys. These surveys primarily focused on the teachers' technology
skills and their self-efficacy while using technology for learning. The authors distributed the
surveys using a Google Form in the Canvas learning management systems, given that it was a
component in the ITI and PLT programs.
Method of Analysis
Concerning the methods of analysis, the researchers utilized two forms of analysis. They
ran paired-samples t-tests and descriptive statistics. These methods of analysis were used to
measure the differentiation, whether existing, in ICT skills and self-efficacy towards the
integration of ICT at the beginning and end of the program.
