Academic achievement in the CP course did not correlate with problem-solving perceptions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Contrary to expectations, CP academic achievement and PS perception scores were not significantly correlated (r=.036, p>.05). → Uysal 2014

Evidence¶

Uysal 2014¶

Uysal, M. P. (2014). Improving First Computer Programming Experiences: The Case of Adapting a Web-Supported and Well-Structured Problem-Solving Method to a Traditional Course. Contemporary Educational Technology, 5(3), 198-217. https://doi.org/10.30935/cedtech/6125

q3 · i0 · causal · r2

Correlational analysis within the same quasi-experimental study of 433 students; the printed correlation between achievement test scores and PSI scores was "r=.036; p>.05", a negligible effect size. The authors cite Heppner's inference that the PSI identifies at-risk students but does not predict course grades.

"Contrary to the expectations, academic achievements did not c orrelate with PS percepti ons (r=.036; p>.05)."

Discussion¶

Related Claims¶

• Well-structured PS instruction improved learners' PS perceptions on PSI total, Problem Solving Confidence and Approach-Avoidance Style, but not Personal Control — related
• Web-supported well-structured problem-solving instruction produced higher academic achievement in an introductory C programming course than web-supported traditional instruction — related