Enhanced Pedagogical Toolkit: The Impact of Project SMART
Keywords:
Project SMART; Kirkpatrick evaluation model; mixed-methods research; conceptual-representational-abstract model; extension projectAbstract
This study evaluated the impact of Project SMART (Supporting, Mentoring, and Reinforcing Teachers), a teacher education institution (TEI) extension project designed to enhance instructional practices through a continuing professional development (CPD) framework. Grounded in a dual-framework approach—utilizing the logic model for operational fidelity and Kirkpatrick’s four-level evaluation for multi-tiered outcomes—this parallel mixed-methods analysis investigated participant satisfaction, pedagogical shifts, and intended professional actions. Purposive sampling was employed to define a quantitative sample of unique, matched participants (N = 143) using paired-samples t-tests, alongside a qualitative cohort (n = 40) comprising 30 participant-beneficiaries selected through data saturation and 10 project team members selected via complete enumeration. Qualitative data were processed through thematic induction. Results demonstrated high participant satisfaction (M = 3.85) and revealed statistically significant gains for Key Stage 1 participants (t (28) = -3.53, p = .001) in applying the conceptual-representational-abstract (CRA) model. While Key Stage 2 results indicated a non-significant but positive upward trend (d = -0.342), qualitative findings confirmed a universal intent to implement these practices. The study culminated in the Integrated Pedagogical Toolkit Enhancement Model (IPTEM), providing an empirical blueprint for achieving systemic effect (Level 4). By integrating cyclical feedback loops and rigorous assessment, these findings offer a scalable roadmap for measuring authentic impact in educational extension projects.
https://doi.org/10.26803/ijlter.25.3.33
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