The Efficacy of Digital Intervention: Assessing the Impact of a Mobile Toolkit on Teaching Practice Supervision

This study utilized a Convergent Mixed-Methods Design to evaluate the effectiveness and user experience of a Mobile Technological Toolkit implemented as a mandatory intervention to address systemic challenges in traditional Teaching Practice (TP) supervision. The intervention aimed to enhance accountability, standardization, and the quality of feedback. Data were collected from a purposive sample of institutional supervisors (N=84) who used the mobile application, employing both quantitative surveys (satisfaction, performance metrics) and qualitative semi-structured interviews (experience, preference). The quantitative results demonstrated a significant improvement in assessment quality metrics post-intervention, confirming the effectiveness of the digital tool in enforcing geo-location-based accountability. Qualitative analysis revealed the key themes of “enhanced efficiency,” “enforced objectivity,” and “transparency” as the primary drivers of high user satisfaction (M>4.0). The findings confirm that the digital toolkit successfully disrupts the systemic vulnerabilities of the traditional model, leading to higher levels of standardized scoring, verifiable accountability, and overall process integrity.