Dataset on the Effectiveness of a 4-in-1 Pedagogical Model for Strengthening Pre-Service Teacher Education in Nigeria
Description
This dataset contains quantitative data generated from an implementation science study evaluating the effectiveness of a scalable 4-in-1 pre-service teacher education model in Nigeria. The intervention integrated four evidence-based pedagogical approaches: Microteaching, Jigsaw, Problem-Based Learning (PBL), and Technological Pedagogical and Content Knowledge (TPACK). The study employed a quasi-experimental, non-randomized pretest–posttest design involving intervention and control groups across six (6) publicly funded Colleges of Education representing Nigeria’s six geopolitical zones. The dataset includes records from 571 pre-service teachers, comprising 319 participants in the intervention group and 252 participants in the control group. Variables include participant demographic characteristics, institution identifiers, intervention status, baseline and endline assessment scores, module-specific knowledge scores (Microteaching, Jigsaw, PBL, and TPACK), and measures of pedagogical competence and instructional effectiveness. The dataset also contains variables used in Difference-in-Differences (DiD) analyses to estimate intervention effects on teacher knowledge and competency gains. The data support analyses of pedagogical innovation, teacher preparation effectiveness, technology integration in teacher education, and evidence-informed policy development. The dataset may be used for secondary analyses, comparative educational research, implementation science studies, and teacher education policy evaluations in low- and middle-income countries.
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Steps to reproduce
This dataset contains quantitative data generated from an implementation science study evaluating the effectiveness of a scalable 4-in-1 pre-service teacher education model in Nigeria. The intervention integrated four evidence-based pedagogical approaches: Microteaching, Jigsaw, Problem-Based Learning (PBL), and Technological Pedagogical and Content Knowledge (TPACK). The study employed a quasi-experimental, non-randomized pretest–posttest design involving intervention and control groups across six publicly funded Colleges of Education representing Nigeria’s six geopolitical zones. The dataset includes records from 571 pre-service teachers, comprising 319 participants in the intervention group and 252 participants in the control group. Variables include participant demographic characteristics, institution identifiers, intervention status, baseline and endline assessment scores, module-specific knowledge scores (Microteaching, Jigsaw, PBL, and TPACK), and measures of pedagogical competence and instructional effectiveness. The dataset also contains variables used in Difference-in-Differences (DiD) analyses to estimate intervention effects on teacher knowledge and competency gains. The data support analyses of pedagogical innovation, teacher preparation effectiveness, technology integration in teacher education, and evidence-informed policy development. The dataset may be used for secondary analyses, comparative educational research, implementation science studies, and teacher education policy evaluations in low- and middle-income countries.