The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms

Abstract

Purpose: This study aimed to predict theachievement of pre-service teachers majoring ineducation through some learner characteristics likegender, self-directed learning readiness dimensions,and course context (being in the flipped learning classand traditional teaching classes). Research Methods:This study employed a relational survey researchdesign and involved 271 pre-service teachers whowere selected according to the purposive samplingmethod. Data were collected by implementing anachievement test and Self-directed LearningReadiness Scale and analyzed through theHierarchical Multiple Linear Regression procedure..Findings The findings of the study showed that in the first model, gender and desire forlearning predicted the achievement of pre-service teachers. The second model revealed thatbeing in a flipped learning class predicted the academic achievement of pre-service teachersthan being in any other classes taught according to traditional teaching principlesImplications for Research and Practice: It is suggested that pre-service teachers are providedwith opportunities to apply what they have learned theoretically. Also, it may be suggestedthat instructors include various computer applications, software, games, and videos fromYouTube to increase the pre-service teachers’ desire to learn. Lastly, for further studies, it maybe suggested to include different variables in predicting the achievement of pre-serviceteachers.