CCCT participation improved prospective teachers' co-regulation situations (g = 0.512)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Experimental group co-regulated learning questionnaire scores increased significantly from pre to post after the CCCT intervention, with a moderate effect size. → Özgür Tutal 2026

Evidence¶

Özgür Tutal 2026¶

Özgür Tutal. (2026). Artificial intelligence assisted design of a novel cooperative learning technique for higher education. Scientific Reports. https://doi.org/10.1038/s41598-026-50770-1

q2 · i2 · causal · r1

Paired samples t-test on the co-regulated learning questionnaire within the experimental CCCT group (n = 31). Post-survey mean "X = 65.45, SD = 5.21" versus pre-survey X = 61.32 (SD = 9.97), p = 0.043, g = 0.512.

"The results revealed a statistically significant difference (p = 0.043) between the post-survey mean scores (X = 65.45, SD = 5.21) and the pre-survey mean scores (X = 61.32, SD = 9.97). Additionally, the effect size for this improvement in co-regulation behaviors was found to be moderate (g = 0.512)"

Discussion¶

Related Claims¶

• CCCT participation improved prospective teachers' attitudes towards cooperativeness (g = 0.751) — related
• Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839) — related
• Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and engagement gains but noted unequal participation and time constraints — related
• Within-group achievement gains were significant for the CCCT group but not for the control group — related
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• Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation — related