Abstract
This study aims to determine the effects of Moodle-integrated learning environments on pre-service teachers’ general pedagogical knowledge and performance. The study was conducted using a quasi-experimental research design with eighty-seven teacher candidates. Data from the study was collected via a placement test, a performance test, and three general pedagogical knowledge tests. A one-way between-subjects covariance and a mixed between-within-subjects analysis of variance were used to analyze the descriptive data statistics. The initial findings indicated no significant difference between the groups’ placement test scores prior to the Moodle integrated learning platform support. The performance test, administered after the intervention, indicated that students in the experimental group significantly outperformed students in the control group. The results also highlighted that Moodle effectively prepared students for learning by building general pedagogical knowledge.
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