Control-group gains were under 1 point per dimension and non-significant only in debugging¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the control group, pre-to-post differences were less than 1 point in all dimensions and 1.22 on the complete test; only the debugging difference was not significant. → Muñoz-Repiso and Caballero-González 2019

Evidence¶

Muñoz-Repiso and Caballero-González 2019¶

García-Valcárcel Muñoz-Repiso, A., & Caballero-González, Y. (2019). Robotics to develop computational thinking in early Childhood Education. Comunicar, 59, XXVII. https://doi.org/10.3916/C59-2019-06

q2 · i? · causal · r1

Wilcoxon significance analysis of pre-to-post differences in the control group of the quasi-experimental study. The article prints descriptive differences (under 1 point per dimension, 1.22 total) and reports the debugging difference as the only non-significant one.

"However, in the control group, the scores in the final test increased less the differences being less than 1 point in all dimensions and 1.22 in the complete test. If we observe the statistical significance of the differences pointed out, only in one case it is not significant: the debugging dimension in the control group."

Discussion¶

Related Claims¶

• Within the experimental group, pre-post gains were significant only for attitudes and uses, while the control group showed no significant change on any dimension — related
• The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group — reports the opposite
• Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — reports the opposite