Both conditions improved Java knowledge from pre- to post-test, with no difference in learning outcomes between structured and free collaboration¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both groups scored significantly better on the post-test (control t(22) = -5.401, p = 0.0005; experimental t(23) = -5.816, p = 0.0005), but post-test scores did not differ between conditions (U = 231.5, p = 0.343). → Tsompanoudi et al. 2015

Evidence¶

Tsompanoudi et al. 2015¶

Despina TSOMPANOUDI, Maya SATRATZEMI, Stelios XINOGALOS. (2015). Distributed Pair Programming Using Collaboration Scripts: An Educational System and Initial Results. Informatics in Education. https://doi.org/10.15388/infedu.2015.17

q2 · i? · causal · r1

Paired-samples tests of pre- and post-test Java scores in the 48-student evaluation. The article notes the result was expected since use of the system with learning material "forced" students to study Java. A second evidence thread: the Mann-Whitney test on post-test scores showed "structured collaboration did not have an impact on students' performance (U = 231.5, p = 0.343)".

"The test revealed a statistically significant difference between the test scores of the control group (t (22) = –5.401, p = 0.0005) as well as between the scores of the experimental group (t (23) = –5.816, p = 0.0005). Both groups performed significantly better in the post-test which suggests an improvement in their knowledge level."

Discussion¶

Related Claims¶

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