Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839)¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i3large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 The experimental CCCT group scored significantly higher than the control group on the post-test of curriculum development achievement, with g = 0.839. → 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 · i3 · causal · r1
Independent samples t-test comparing post-test achievement of the experimental CCCT group (n = 31) and lecture-based control group (n = 36) in a quasi-experimental pre-test/post-test design. The CCCT group "outperformed the control group", p = 0.001, g = 0.839. The authors call this a moderate effect; it is coded i3 because this wiki's scale puts d ≥ 0.8 in the large band.
"the experimental group ( X = 51.45, SD = 6.08) outperformed the control group ( X = 43.89, SD = 10.76). This difference was not only evident in the higher mean scores of the experimental group but was also found to be statistically significant (p = 0.001). Moreover, the analysis indicated a moderate effect size (g = 0.839)"
Discussion¶
Related Claims¶
- Active Learning Improves Exam Performance — the general claim this finding bears on, with the studies behind it
- CCCT participation improved prospective teachers' co-regulation situations (g = 0.512) — related
- CCCT participation improved prospective teachers' attitudes towards cooperativeness (g = 0.751) — related
- Within-group achievement gains were significant for the CCCT group but not for the control group — a narrower finding that bears on this claim
- Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and engagement gains but noted unequal participation and time constraints — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ccct-outperformed-lecture-achievement |
title |
Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839) |
description |
Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — özgür-tutal-2026 |
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