DATA ANALYSIS &
INTERPRETATION
Chapter 4 & Chapter 5
Preschool Teachers’ Readiness for Integrating
Digital Technology in Teaching and Learning
YEOH LAY MAEN | Master of Education
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Presentation Overview
Complete presentation in 10 minutes
• Research title and questions
• Instrument and data collection
• Sample background
• Data analysis by research question
• Hypothesis decision
• Discussion, implications and conclusion
Chapter 4
Results
Chapter 5
Discussion & Conclusions
Goal: Answer each research question and objective
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Research Questions & Hypotheses
Aligned with objectives
Research Question | Analysis | Null Hypothesis |
RQ1: Readiness indicators | Frequency & percentage | Descriptive only |
RQ2: Demographic factors | Chi-square test | No association with usage |
RQ3: Readiness & integration | Chi-square test | No association between variables |
Decision rule: p < .05 = Reject H₀ | p > .05 = Fail to reject H₀
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Instrument & Data Collection
Google Form questionnaire
Sample
N = 71
Method
Questionnaire
Platform
Google Form
Analysis
Frequency + Chi-square
• A: Demographic Information
• B: Digital Knowledge
• C: Digital Skills
• D: Attitudes Towards Technology
• E: Integration Practices
Data note
Current exported data are categorical responses; therefore this presentation uses descriptive frequency and chi-square association tests.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Background of Respondents
Sample composition
Key profile: 83.1% female, 54.9% aged 25–34, 69.0% from private preschools, and 36.6% held a bachelor’s degree.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Digital Technology Use Profile
Training, use and devices
80.3% reported using digital technology at least sometimes. Laptop, smartboard and projector were the most common digital devices.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
RQ1: Readiness Indicators
Digital knowledge, skills and attitudes
Digital Knowledge
Top item: B2
Supports children’s learning
29.6%
Digital Skills
Top item: C2
Uses educational apps
25.4%
Attitudes
Top item: D4
Improves teaching effectiveness
29.6%
RQ1 Answer
Respondents mainly highlighted knowledge about children’s learning, practical app-use skills, and positive beliefs about teaching effectiveness.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Detailed Readiness Results
Frequency distribution by section
Interpretation
Readiness is reflected through knowledge, skills and attitudes. The strongest attitude item was that digital technology makes teaching more effective.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
RQ2: Demographic Factors
Chi-square association tests
Test | χ² | p-value | Decision |
ICT training × use frequency | 10.28 | .416 | Fail to reject H₀ |
Teaching experience × use frequency | 22.73 | .090 | Fail to reject H₀ |
RQ2 Answer
No statistically significant association was found between selected demographic factors and digital technology use frequency.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
RQ3: Readiness & Integration Practices
Relationship between variables
Association Test | p-value | Decision |
Digital knowledge × integration | .008 | Reject H₀ |
Attitude × integration | < .001 | Reject H₀ |
RQ3 Answer
Significant associations were found between readiness indicators and technology integration practices.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Summary of Findings
Research questions, results and decisions
RQ | Main Finding | Objective Answered |
RQ1 | Readiness shown through knowledge, skills and attitudes | Yes |
RQ2 | No significant demographic association detected | Yes |
RQ3 | Significant association with integration practices | Yes |
Overall: Results answered the research questions and supported the research objectives.
Chapter 4 & 5 | Data Analysis & Interpretation
Project Proposal | MEd Project Paper
Chapter 5: Discussion
Interpretation of findings
Finding 1
Teachers show readiness through knowledge, skills and attitudes.
Finding 2
Demographic factors were not significant in this dataset.
Finding 3
Readiness indicators relate to integration practices.
Discussion
The findings support the TPACK view that effective technology integration depends on teachers’ technology knowledge, teaching knowledge and classroom application.
Chapter 5 | Discussion / Conclusions
Project Proposal | MEd Project Paper
Implications & Recommendations
Practice, management and future improvement
Teachers
Continuous digital training
Classroom-based ICT practice
School Leaders
Provide resources
Technical support
Policy / Management
Strengthen professional development
Key takeaway: Teacher readiness should be supported through training, resources and practical classroom guidance.
Chapter 5 | Discussion / Conclusions
Project Proposal | MEd Project Paper
Limitations & Future Research
Improving the next stage
Limitation 1
Responses were categorical in the current export.
Limitation 2
Convenience sampling limits generalisation.
Future Research
Use full Likert-scale scoring for mean and correlation.
Future Research
Expand sample and include interviews.
Chapter 5 | Discussion / Conclusions
Project Proposal | MEd Project Paper
CONCLUSION
This study investigated preschool teachers’ readiness for integrating digital technology.
The findings showed important readiness indicators and integration practices.
The study highlights the need for training, support and digital resources.
Thank You
Chapter 5 | Discussion / Conclusions
Project Proposal | MEd Project Paper