AN INVESTIGATION OF PRESCHOOL INSTRUCTIONAL MATERIALS - A MIXED METHOD STUDY WITH MANY FACET RASCH AND NVIVO

Oct 15, 2026

This study used a parallel mixed methods design to evaluate the instructional materials developed by pre-service teachers in an Instructional Technologies and Material Development course. Ten materials created by second-year students were assessed, and 16 second-year preschool education majors also volunteered to evaluate them. Data were collected with an Instructional Materials Evaluation Form and analyzed using a Many-Facet Rasch Model and NVivo. Results showed differences in both the materials and evaluation criteria, and revealed difficulties meeting some criteria during development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Instructional Materials and Technology in Teacher Education

Role of Instructional Technologies

Role of Classroom Materials

Preschool Learning Materials

Developmental Appropriateness for Preschool Children

Models Emphasizing Learning Materials

AN INVESTIGATION OF PRESCHOOL INSTRUCTIONAL MATERIALS: A MIXED METHOD STUDY WITH MANY FACET RASCH AND NVIVO Serdar ARCAGOK, Durmuş OZBASI Abstract: This study used a parallel mixed method approach to evaluate the instructional materials that pre-service teachers developed in their Instructional Technologies and Material Development course. The study group was composed of 10 different instructional materials developed by 2nd year students enrolled in Faculty of Education during their Instructional Technologies and Material Development course during the 2018-2019 academic year. Additionally, 16 preschool education majors in their 2nd year also enrolled in this course volunteered to evaluate the instructional materials. The data collection tool used in this research was the Instructional Materials Evaluation Form. The study’s data were analyzed using a Manyfacet Rasch Model and NVivo. The study found there to be differences both in the instructional materials developed during the course and in the criteria used to evaluate them in terms of severity and generosity. Furthermore, both the qualitative and quantitative findings revealed that preservice teachers experienced difficulties fulfilling some, but not all criteria while developing their instructional materials Key words: Developing instructional materials, many-facet rasch analysis, NVivo pre-service preschool teachers, mixed method 1. Introduction In today’s fast-paced world, information and communication technologies never cease to change, and do so at increasingly fast rates. This change has left a deep and pervasive impact on how societies communicate, interact, and work (Pew Research Center, 2002) and similarly on the field of education. As the most important part of the education process (Arslan, 2007), teachers are required to improve themselves and acquire different skills based on the needs of time. One such skill that has become required of teachers is using information technology in an effective manner. The use of technology has, in today’s age, become an issue of great importance in teacher education. One of the most important things that institutions training teachers need to ensure is that pre-service teachers sufficiently acquire the technology skills required to respond to today’s needs (Varank and Ergün, 2009) . Stemming from instructional technologies’ positive impact on student activities and learning outcomes, the use of technology in learning environments has witnessed a remarkable increased in importance (Holcomb, 2005) . Instructional technologies support teachers and students in reaching instructional aims through a variety of means (e.g., instructional design models, organization and method theories, research and assessment techniques, classroom objects and materials) (Espey, 1999) . Classroom materials used during instruction enrich lessons by supporting teachers (Yalın, 2017) . Considering that classroom materials play an integral role in helping teachers sufficiently achieve the goals delineated in teaching curriculum, education quality may be improved through their use (Schwab, 2002) . Instructional materials facilitate both teaching and learning (Wong, 2015) . Welldesigned materials positively contribute to students’ learning by making the teaching process more efficient. Any component in the instruction process that transfers knowledge from the source to the target is considered an instructional material. Teachers interact with instructional materials during the entire instruction process (Behm, 2008) . Teachers’ behaviors and approaches play a fundamental role in selecting which instructional materials will be used during instruction. In other words, instructional materials’ potential impact depends on how teachers approach their lessons (Fullan, 1991) . Teachers wishing to design instructional materials must consider how well students are able to conceptualize and understand the material in question, for if students are

FAQs

What was the main purpose of the study?

To evaluate instructional materials developed by pre-service teachers using a parallel mixed methods approach.

How were the instructional materials evaluated?

Materials were assessed with an Instructional Materials Evaluation Form and analyzed using a Many-Facet Rasch Model and NVivo.

What were the study’s key findings?

The findings indicated differences in the developed materials and in the evaluation criteria, and qualitative and quantitative results showed that pre-service teachers faced difficulties meeting some criteria.

Oct 15, 2026

Uploaded by Chumphorn