Students at all three international sites showed significant pre-test to post-test learning gains with the Scatterplot Tutor¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in Costa Rica, the Philippines, and the United States all had statistically significant learning gains from pre-test to post-test after using the Scatterplot Tutor. → Amy Ogan 2015

Evidence¶

Amy Ogan 2015¶

Amy Ogan, Erin Walker, Ryan Baker, Ma. Mercedes T. Rodrigo, Jose Carlo Soriano, Maynor Jimenez Castro. (2015). Towards Understanding How to Assess Help-Seeking Behavior Across Cultures. Int J Artif Intell Educ 25. https://doi.org/10.1007/s40593-014-0034-8

q3 · i? · associational · r2

Repeated-measures ANOVA with test time as within-subjects factor and country as between-subjects factor across the three sites; the article reports significant gains with no effect size printed, with "significant learning gains from pre-test to post- test".

"students in all three sites had significant learning gains from pre-test to post- test (F (1,348)=236.81); p<0.001)"

Discussion¶

Related Claims¶

• Pre-test knowledge differed significantly across the three countries, producing a country by test time interaction — related
• Each site's help-seeking model predicted learning in its own data, with widely differing fit (Costa Rica r=0.462, U.S. r=0.350, Philippines r=0.126) — related
• Help-seeking models transfer above chance across sites but perform poorly on the Costa Rican data — related
• Help abuse is negatively associated with learning in both the Philippines and United States datasets — related
• Collaborative classroom practice in Costa Rica may explain why help-seeking models fail to transfer there — related