EXAMINING THE EFFICACY OF INTERVENTIONS TO REDUCE EDUCATIONAL PSYCHOLOGICAL MISCONCEPTIONS AMONG PRESERVICE TEACHERS

Abstract

The study explores the effectiveness of interventions designed to correct misconceptions in educational psychology among preservice teachers. The study utilizes a mixed-methods approach, focusing on quantitative data from reliability statistics, paired samples t-tests, and two-way ANOVA, alongside qualitative insights from participant feedback. Results demonstrate significant improvements in preservice teachers' understanding across multiple misconceptions, supported by both statistical significance and substantial effect sizes. Specifically, interventions targeting misconceptions related to fixed learning styles and  myths yielded the most pronounced shifts in beliefs. Qualitative feedback underscored the practical impact of interventions, emphasizing enhanced conceptual clarity and a readiness to integrate new pedagogical approaches. These findings highlight the importance of targeted educational interventions in enhancing teacher training programs and suggest avenues for further research into sustained educational psychology education for preservice teachers