An Examination Of The Relationship Between Instructional Modality And Pedagogy Licensure Exam Scores In Post-Baccalaureate Educator Preparation Programs in Indiana
The efficacy of the modality of instruction employed in higher education institutions has been a point of contention among students, faculty, administration, and other stakeholders in the educational realm. Since the COVID-19 pandemic, online and hybrid instruction has become a valued and desirable option for Educator Preparation Programs (EPPs) to offer for recruitment and retention purposes. The effectiveness of varying modalities in relation to teacher licensure exams has been limited in research and can serve as a critical quantitative measure for EPPs to assess. This longitudinal study examined the relationship between instructional modality and pedagogy teacher licensure exam scores in 18 EPPs across the State of Indiana as reported by the Indiana Department of Education over a four-year cycle in three grade bands (K-6, 5-12, and P-12). Data findings report hybrid models of instruction were superior in relaying pedagogical knowledge as evidenced in licensure exam results during pre-and post-pandemic years. Online and on-ground instruction were similar in scoring averages with trends evident among years and grade bands of pedagogy exams analyzed. EPPs must continue to monitor correlations between modality of instruction and licensure exam scores to ensure future educators are equipped to meet the unique and altering pedagogical challenges teachers face in the classroom.
modality of instruction, instructional efficacy, online instruction, hybrid instruction, on-ground instruction, teacher licensure exams, educator preparation program (EPP), pedagogy training, Adult and Continuing Education, Curriculum and Instruction, Educational Assessment, Evaluation, and Research, Educational Methods, Elementary Education, Higher Education, Online and Distance Education
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