Dataset for Interactivity-Based Learning Modules in Inclusive Education
Description
This study evaluated the impact of incorporating interactivity-based learning modules within a core teacher education course, "Creating an Inclusive Education", on the academic achievement of pre-service teachers. The impacts of interactivity-based teaching were studied utilizing a non-equivalent control group pre-test post-test quasi-experimental research design with a quantitative methodology. For this objective, 60 pre-service teachers enrolled in regular teacher education curriculum were selected through purposive sampling from a central University in northern India. The experimental group engaged in structured and practical interaction activities specifically designed to reflect and create inclusive classroom conditions. The interactivity-based classroom had an average normalized learning gain of 71.77% compared to a modest 33.57% in the control group (t (58) = 12.19, p < .001) which produced a substantial practical impact (η² = 0.72). Notably, 73.3% of interactive-group participants achieved mastery in the ‘High Gain’ domain, and no participants fell into the ‘Low Gain’ category, indicating that structured active participation routinely shifts the distribution of classroom performance higher. Learning modules based on interactivity are more effective than traditional lecturing modules, successfully changing classroom performance away from low-tier bimodal stagnation to optimal cognitive growth. This study provides a significant empirical marker in the Indian teacher education domain indicating the effectiveness of interactivity-driven interventions in closing the theory-practice gap in inclusive curriculum design. The results suggest an urgent rethinking of the curriculum and the institutional policies to incorporate peer-led, active frameworks directly into contemporary teacher training programs.
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Steps to reproduce
The data was gathered using a quantitative methodology within a non-equivalent control group pre-test post-test quasi-experimental research design. A total of 60 pre-service teachers enrolled in a regular teacher education curriculum were selected through purposive sampling from a central university in northern India, and were equally divided into an experimental group (n=30) and a control group (n=30). The experimental group participated in structured, interactivity-based learning modules integrated into the core course "Creating an Inclusive Education," while the control group followed traditional lecture methods. Data collection instruments included a standardized pre-test and post-test achievement tool administered before and after the 40-day intervention to evaluate learning outcomes. The raw data, consisting of individual pre-test and post-test scores, was analyzed using Microsoft Excel and standard statistical software to calculate descriptive statistics (Means and Standard Deviations), Hake's normalized learning gains, independent samples t-tests (t-values, degrees of freedom, and p-values), and effect sizes (η²). This workflow ensures the entire study can be reliably reproduced to measure the impact of interactive modules in teacher training.
Institutions
- Hemwati Nandan Bahuguna Garhwal UniversityUttarakhand, Srīnagar