Content area
Abstract
This mixed methods study was designed to examine preservice teachers’ cognitive engagement, knowledge of culturally responsive teaching competencies and self-efficacy through an instructional web-based tool using case studies. Guided by the literature from Culturally Responsive Teaching, Case Studies, Cognitive Engagement, Cognitive Load, and Self Efficacy, a web-based case study module was developed to examine the effectiveness of delivering the content in an alternative way. The module was administered to a sample of preservice teachers in the Midwest. The purpose of the study was fivefold. First, it sought to examine the difference between control, text, and video groups on cognitive engagement and mental effort scores. Second, it attempted to view the differences between groups on the Culturally Responsive Teaching Competencies Assessments. Third, it sought to investigate the relationship between the Culturally Responsive Teaching Self Efficacy Scale and Cognitive Engagement Scores amongst groups. Fourth, it was designed to understand the characteristics that would improve the module, based on participants’ feedback. Finally, a qualitative supplement was used to support the quantitative results. The quantitative data were analyzed using Analysis of Variance (ANOVA), t-tests, and correlations. Thematic analysis was utilized for the qualitative data. The results of the analyses reflect (1) a significant difference between groups on mental effort, and the Culturally Responsive Teaching Competencies Assessment (CRTCA) scores. (2) A significant relationship between mental effort and cognitive engagement scores, as well as mental effort and Culturally Responsive Teaching Self Efficacy (CRTSE) scores. (3) Findings provided feedback from participants to improve the module, and (4) triangulation of quantitative data by qualitative data. The implications of these findings are discussed.
