Within-group achievement gains were significant for the CCCT group but not for the control group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The experimental group's pre-to-post achievement improvement was statistically significant with a moderate effect size (g = 0.738). → Özgür Tutal 2026 q2 i? The control group's pre-to-post improvement was not statistically significant, with a weak effect size (g = 0.119). → Özgür Tutal 2026 (2)

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 within the experimental CCCT group (n = 31), pre-test X = 43.39 (SD = 13.99) to post-test X = 51.45 (SD = 6.08). The improvement was "statistically significant only for the experimental group ( p = 0.005)" with g = 0.738.

"the improvement was statistically significant only for the experimental group ( p = 0.005). Furthermore, the effect size analysis revealed a moderate effect size (g = 0.738) for the improvement observed in the experimental group"

Özgür Tutal 2026 (2)¶

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 · i? · causal · r1

Paired samples t-test within the lecture-based control group (n = 36), pre-test X = 42.64 (SD = 10.03) to post-test X = 43.89 (SD = 10.76); the paired test was not significant (p = 0.613) and the article reports "a weak effect size (g = 0.119)".

"In contrast, the control group exhibited only a weak effect size (g = 0.119), indicating minimal practical significance in their score improvement."

Discussion¶

Related Claims¶

• CCCT participation improved prospective teachers' co-regulation situations (g = 0.512) — related
• 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) — a broader claim this one bears on
• Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and engagement gains but noted unequal participation and time constraints — related
• Baseline pre-assessment scores showed no statistical differences between treatment and control groups in either the matched or baseline sample. — related