TDNet Discover

The purpose of this quantitative study was to test the statistical difference of teachers’ selfreported perceptions of blended learning by comparing survey responses before and after professional development (PD). The research question used to guide this study was: What are the differences in teachers’ self-reported perceptions of blended learning, within four TPACKaligned constructs, before and after professional development? This study was important because it validates and extends research on teachers’ perceptions of blended learning and the impact of PD. A secondary dataset was provided by the Modern Classrooms Project, a nonprofit organization that offers specialized blended learning training. The original dataset included over 21,000 participant responses from June 2022 to March 2025. Criteria for inclusion in this study were the participants identified as teachers and completed both the pre- and post-survey, yielding 3,703 responses for statistical analysis. Survey participation was voluntary, and respondents rated items on a 5-point Likert scale with 1 = Strongly Disagree and 5 = Strongly Agree. Data were analyzed using Jeffreys’s Amazing Statistics Program (JASP), with nine items from the pre- and post-surveys categorized into constructs based on the technological pedagogical content knowledge (TPACK) framework and analyzed using composite scores. Additionally, the substitution, augmentation, modification, and redefinition (SAMR) framework offered an additional lens to analyze results. Findings demonstrated statistically significant increases in teachers’ perceptions of blended learning following targeted PD, both within individual constructs and overall aggregate scores. Future research should prioritize the use of primary data collection, which would allow for customized survey items, follow-up clarification, and greater control over data-collection procedures.